Does Early Educational Tracking Contribute to Gender Gaps in Test Achievement? A Cross-Country Assessment-Reference-Cited by-同舟云学术

Does Early Educational Tracking Contribute to Gender Gaps in Test Achievement? A Cross-Country Assessment

Published:2023-05-23 Issue:0 Volume:0 Page:
ISSN:0021-4027
Container-title:Jahrbücher für Nationalökonomie und Statistik
language:en
Short-container-title:

Author:

Lorenz Theresa¹,Schneebaum Alyssa²

Affiliation:

1. Financial Literacy Division , Austrian Central Bank (OeNB) , Vienna , Austria

2. Department of Economics , Vienna University of Economics and Business , Welthandelsplatz 1, 1020 Vienna , Austria

Abstract

Abstract On average, boys score higher on math achievement tests and girls score higher in reading; these gaps increase between primary and secondary school. Using PISA, PIRLS, and TIMSS data, we investigate the role of early educational tracking (sorting students into different types of secondary schools at an early age) on gender gaps in test achievement in a cross-country difference-in-differences framework. We find strong evidence that early tracking increases gender differences in reading. For math test scores, we do not find consistent evidence that early tracking contributes to the gender gap.

Publisher

Walter de Gruyter GmbH

Subject

Economics and Econometrics,Social Sciences (miscellaneous),General Business, Management and Accounting

Link

https://www.degruyter.com/document/doi/10.1515/jbnst-2022-0005/pdf

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