Does Early Educational Tracking Contribute to Gender Gaps in Test Achievement? A Cross-Country Assessment
Author:
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
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
Reference62 articles.
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2. Ammermüller, A. (2005). Educational opportunities and the role of institutions. Tech. rep. 05–44, Mannheim, Germany, ZEW Discussion Papers.
3. Anderson, V.A., Anderson, P., Northam, E., Jacobs, R., and Catroppa, C. (2001). Development of executive functions through late childhood and adolescence in an Australian sample. Dev. Neuropsychol. 20: 385–406, https://doi.org/10.1207/s15326942dn2001_5.
4. Baye, A. and Monseur, C. (2016). Gender differences in variability and extreme scores in an international context. Large-Scale Assessments. Educ. 4: 1–16, https://doi.org/10.1186/s40536-015-0015-x.
5. Bedard, K. and Cho, I. (2010). Early gender test score gaps across OECD countries. Econ. Educ. Rev. 29: 348–363, https://doi.org/10.1016/j.econedurev.2009.10.015.
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