The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
Educational Transitions and Differential Learning Environments: How Explicit Between-School Tracking Contributes to Social Inequality in Educational Outcomes
Abstract
The different forms of educational tracking implemented in national educational systems can influence both gains in students’ learning and the development of social differences in educational outcomes. Using the German school system as an example, this article identifies 2 mechanisms by which explicit between-school tracking—that is, the allocation of students to different types of schools or curricula at the beginning of secondary level—increases the strength of the link between socioeconomic background and student achievement. First, the transition to a secondary track is associated with social background—The more educationally advantaged the parents, the higher a student’s chance of being enrolled in a high-track school. Second, ability grouping at the secondary level produces relatively homogeneous developmental environments, with higher learning rates in high tracks. The long-term consequences of tracking and potential countermeasures are discussed.
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Cited by
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.05.006 · Cited by 435
Self-citationTrautwein, U., Lüdtke, O., Marsh, H. W., & Nagy, G. (2009) · Journal of Educational Psychology · doi:10.1037/a0016306 · Cited by 174
Self-citationAldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000256 · Cited by 109
Self-citationTruancy in Europe: Does the type of educational system matter?
Keppens, G., & Spruyt, B. (2018) · European Journal of Education · doi:10.1111/ejed.12282 · Cited by 55
van de Werfhorst, H. G. (2018) · Research in Social Stratification and Mobility · doi:10.1016/j.rssm.2018.09.002 · Cited by 41
Metadata
- Authors
- Maaz, K., Trautwein, U., Lüdtke, O., & Baumert, J.
- Venue
- Child Development Perspectives
- Publisher
- Oxford University Press (OUP)
- Published
- 2008-07-11
- Volume
- 2
- Issue
- 2
- Pages
- 99-106
- ISSN
- 1750-8592 (ISSN-L)
- 1750-8606
- OpenAlex
- W2139733723
- Cited by
- 320
- References
- 37
- FWCI
- 35.77
- Type
- journal article
- Language
- en
- Open access
- closed
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- Maaz, K., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Educational Transitions and Differential Learning Environments: How Explicit Between-School Tracking Contributes to Social Inequality in Educational Outcomes. Child Development Perspectives. https://doi.org/10.1111/j.1750-8606.2008.00048.x
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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