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Patterns, Determinants, and Consequences of Ability Tracking: Evidence from Texas Public Schools

Kate L. Antonovics,Sandra E. Black,J. Cullen,Akiva Yonah Meiselman

Published 2022 in Social Science Research Network

ABSTRACT

Schools often track students to classes based on ability. Proponents of tracking argue it is a low-cost tool to improve learning since instruction is more effective when students are more homogeneous, while opponents argue it exacerbates initial differences in opportunities without strong evidence of efficacy. In fact, little is known about the pervasiveness or determinants of ability tracking in the US. To fill this gap, we use detailed administrative data from Texas to estimate the extent of tracking within schools for grades 4 through 8 over the years 2011-2019. We find substantial tracking; tracking within schools overwhelms any sorting by ability that takes place across schools. The most important determinant of tracking is heterogeneity in student ability

PUBLICATION RECORD

  • Publication year

    2022

  • Venue

    Social Science Research Network

  • Publication date

    2022-08-01

  • Fields of study

    Not labeled

  • Identifiers
    DOI 10.3386/w30370
  • External record

    Open on Semantic Scholar

  • Source metadata

    Semantic Scholar

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