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Academic tracking is related to gains in students’ intelligence over four years : Evidence from a propensity score matching study. / Guill, Karin; Lüdtke, Oliver; Köller, Olaf.

in: Learning and Instruction, Band 47, Nr. February 2017, 02.2017, S. 43–52.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Guill, K, Lüdtke, O & Köller, O 2017, 'Academic tracking is related to gains in students’ intelligence over four years: Evidence from a propensity score matching study' Learning and Instruction, Bd 47, Nr. February 2017, S. 43–52. DOI: 10.1016/j.learninstruc.2016.10.001

APA

Vancouver

Guill K, Lüdtke O, Köller O. Academic tracking is related to gains in students’ intelligence over four years: Evidence from a propensity score matching study. Learning and Instruction. 2017 Feb;47(February 2017):43–52. Erhältlich von, DOI: 10.1016/j.learninstruc.2016.10.001

BibTeX

@article{3ad098f15d8d43b69084085a64f903aa,
title = "Academic tracking is related to gains in students’ intelligence over four years: Evidence from a propensity score matching study",
abstract = "Ability grouping or tracking during secondary schooling is widespread. Previous research shows academic track schools are more successful than non-academic track schools in teaching mathematics, reading and foreign languages. Reasons include a more favorable student composition and higher instructional quality. However, there is less evidence that between track differences are even large enough to differentially affect the students' cognitive development. We used data from a large Hamburg panel study to test this hypothesis (N = 8628). By employing several propensity score matching algorithms we formed parallelized samples of academic track and either non-academic track students or comprehensive school students. After four years of tracking, academic track students showed considerably higher intelligence scores than their counterparts at the non-academic tracks and slightly higher scores than students at the comprehensive schools. Our results underline the importance of a cognitively stimulating learning environment in school to support students' cognitive development.",
keywords = "Educational assessment/measurements, School quality, Tracking, Ability grouping, Intelligence, Cognitive development",
author = "Karin Guill and Oliver Lüdtke and Olaf Köller",
year = "2017",
month = "2",
doi = "10.1016/j.learninstruc.2016.10.001",
volume = "47",
pages = "43–52",
journal = "Learning and Instruction",
issn = "0959-4752",
publisher = "Elsevier BV",
number = "February 2017",

}

RIS

TY - JOUR

T1 - Academic tracking is related to gains in students’ intelligence over four years

T2 - Learning and Instruction

AU - Guill,Karin

AU - Lüdtke,Oliver

AU - Köller,Olaf

PY - 2017/2

Y1 - 2017/2

N2 - Ability grouping or tracking during secondary schooling is widespread. Previous research shows academic track schools are more successful than non-academic track schools in teaching mathematics, reading and foreign languages. Reasons include a more favorable student composition and higher instructional quality. However, there is less evidence that between track differences are even large enough to differentially affect the students' cognitive development. We used data from a large Hamburg panel study to test this hypothesis (N = 8628). By employing several propensity score matching algorithms we formed parallelized samples of academic track and either non-academic track students or comprehensive school students. After four years of tracking, academic track students showed considerably higher intelligence scores than their counterparts at the non-academic tracks and slightly higher scores than students at the comprehensive schools. Our results underline the importance of a cognitively stimulating learning environment in school to support students' cognitive development.

AB - Ability grouping or tracking during secondary schooling is widespread. Previous research shows academic track schools are more successful than non-academic track schools in teaching mathematics, reading and foreign languages. Reasons include a more favorable student composition and higher instructional quality. However, there is less evidence that between track differences are even large enough to differentially affect the students' cognitive development. We used data from a large Hamburg panel study to test this hypothesis (N = 8628). By employing several propensity score matching algorithms we formed parallelized samples of academic track and either non-academic track students or comprehensive school students. After four years of tracking, academic track students showed considerably higher intelligence scores than their counterparts at the non-academic tracks and slightly higher scores than students at the comprehensive schools. Our results underline the importance of a cognitively stimulating learning environment in school to support students' cognitive development.

KW - Educational assessment/measurements

KW - School quality

KW - Tracking

KW - Ability grouping

KW - Intelligence

KW - Cognitive development

U2 - 10.1016/j.learninstruc.2016.10.001

DO - 10.1016/j.learninstruc.2016.10.001

M3 - Journal articles

VL - 47

SP - 43

EP - 52

JO - Learning and Instruction

JF - Learning and Instruction

SN - 0959-4752

IS - February 2017

ER -

ID: 665941