Does early tracking affect learning inequalities? Revisiting difference-in-differences modeling strategies with international assessments

Abstract

AbstractThe development of international surveys on children’s learning like PISA, PIRLS and TIMSS—delivering comparable achievement measures across educational systems—has revealed large cross-country variability in average performance and in the degree of inequality across social groups. A key question is whether and how institutional differences affect the level and distribution of educational outcomes. In this contribution, we discuss the difference-in-differences strategies employed in the existing literature to evaluate the effect of early tracking on learning inequalities exploiting international assessments administered at different age/grades. In their seminal paper, Hanushek and Woessmann (Econ J 116:C63–C76, 2006) analyze with two-step estimation the effect of early tracking onoverallinequalities, measured by test scores’ variability indexes. Later work of other scholars in the economics and sociology of education focuses instead on inequalities among children of differentfamily background, using individual-level models on pooled data from different countries and assessments. In this contribution, we show that individual pooled difference-in-differences models are quite restrictive and that in essence they estimate the effect of tracking by double differentiating the estimated cross-sectional family background regression coefficients between tracking regimes and learning assessments. Starting from a simple learning growth model, we show that if test scores at different surveys are not measured on the same scale, as occurs for international learning assessments, pooled individual models may deliver severely biased results. Instead, the scaling problem does not affect the two-step approach. For this reason, we suggest using two-step estimation also to analyzefamily-backgroundachievement inequalities. Against this background, using PIRLS-2006 and PISA-2012 we conduct two-step analyses, finding new evidence that early tracking fosters both overall inequalities and family background differentials in reading literacy.