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dc.contributor.authorJackson, Clement (Kirabo)
dc.date.accessioned2020-11-17T16:58:21Z
dc.date.available2020-11-17T16:58:21Z
dc.date.issued2009-03-06
dc.identifier.other638902
dc.identifier.urihttps://hdl.handle.net/1813/74758
dc.description.abstract[Excerpt] In Trinidad and Tobago students are assigned to secondary schools after fifth grade based on achievement tests, generating large differences in school and peer quality. Using rule-based instrumental variables to address self-selection bias, I find that being assigned to a school with high-achieving peers has large positive effects on examination performance, particularly for girls. This suggests that ability-grouping (or school tracking) reinforces achievement differences by assigning the weakest students to schools that provide the least value-added. While students benefit from attending schools with brighter peers on average, the marginal effect is non-linear such that there are small benefits to attending high-achievement schools over average schools, while there are sizable benefits to attending average schools over low-achievement schools. This suggests that school ability-grouping may harm those consigned to low-achievement schools at the lower end of the achievement distribution.
dc.language.isoen_US
dc.subjectability-grouping
dc.subjectacademic inequality
dc.subjecttracking
dc.subjectTrinidad and Tobago
dc.titleAbility-Grouping and Academic Inequality: Evidence From Rule-Based Student Assignments
dc.typearticle
dc.description.legacydownloadsjackson_final_update.pdf: 2357 downloads, before Oct. 1, 2020.
local.authorAffiliationJackson, Clement (Kirabo): ckj5@cornell.edu Cornell University


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