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ERIC Number: EJ1365974
Record Type: Journal
Publication Date: 2022
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0964-5292
EISSN: EISSN-1469-5782
Track Placement and the Development of Cognitive and Non-Cognitive Skills
Korthals, Roxanne; Schils, Trudie; Borghans, Lex
Education Economics, v30 n5 p540-559 2022
We investigate the effect of being in the high track for secondary school students on cognitive and non-cognitive skill outcomes. Dutch students are assigned to tracks at the end of elementary school based on a test score. We use this test score in a fuzzy regression discontinuity design to exploit the discontinuity in the probability to be assigned to the high track. Our results show that track placement influences cognitive outcomes positively, but leaves students with worse non-cognitive skills. Marginal students therefore face a tradeoff if they could choose the high track over the lower track.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A