Educational transitions and differential learning environments: How explicit between-school tracking contributes to social inequality in educational outcomes

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Tracking Effects Depend on Tracking Type (2013, background): “Last, we included student socioeconomic status (SES) and ethnicity, because low-SES students and minority students often disproportionately attend low tracks (Buchmann & Park, 2009; Lucas, 2001; Maaz et al., 2008; Oakes, 1985).”
Self-esteem of academic and vocational students: Does within-school tracking sharpen the difference? (2012, background): “In secondary education, ability grouping is organized in a myriad of ways (short overview of several countries: Maaz et al., 2008).”
The relationship between homework time and achievement is not universal: evidence from multilevel analyses in 40 countries (2009, background): “Because the social background is associated with student achievement, it also causes homogenization in terms of student achievement (Maaz, Trautwein, Ludtke, & Baumert, 2008 ).”
International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools (2010, background): “In a similar vein, as Maaz et al. (2008) discussed, Baumert, Stanat, and Watermann’s (2006) analysis of German PISA 2000 data concluded that attendance at a Hauptschule has a marked negative impact on achievement compared with attendance at a Realschule, even after individual SES, individual…”