Achievement or Social Background? The Impact of Tracking on the Composition of Schools in an International Comparison

Abstract

Abstract This study explores the implications of early between-school tracking within educational systems – a practice that involves sorting students into different educational pathways based on their achievement levels. We examine two potential effects of this process: (i) the promotion of homogeneous learning environments through tracking, and (ii) the potential for tracking to exacerbate social segregation among schools. To scrutinize these effects, we analyze data from the assessment studies PISA, TIMSS, and PIRLS (1995–2019). Additionally, we investigate whether school selectivity influences the tracking effects. Using difference-in-differences models combined with multiverse analyses, our findings demonstrate that early between-school tracking indeed contributes to the homogeneity of learning environments and can lead to increased social school segregation. However, our results do not indicate a moderating role of school selectivity.