Timing of school tracking as a determinant of intergenerational transmission of education
By Philipp C. Bauer, R. Riphahn. 2006
200 citations recorded by the source corpus.
Subfields: Demography, Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/d865ed2bde2fe01df5c4f35e78bd36e213a14f1a
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In Demography
In Education
In Sociology and Political Science
Citations in the corpus
- Heterogeneity in the intergenerational transmission of educational attainment: evidence from Switzerland on natives and second-generation immigrants (2007, unknown): “15 For an analysis of the relevance of institutional differences such as the age of tracking pupils in secondary schools see Bauer and Riphahn (2005). A similar analysis is presented by Moser and Berweger (2005).”
- No more failures : ten steps to equity in education (2007, background): “Bauer and Riphahn (2005), analysing data from Switzerland (where the age of first tracking differs across cantons), found that early tracking reinforces the relative advantage of children of highly educated parents if compared to children of parents with low level of education.”
- Achievement Inequality and the Institutional Structure of Educational Systems: A Comparative Perspective (2010, unknown): “Horn (2009) comes to the same conclusion in his cross-national study of 29 countries using PISA 2003 data, and Bauer & Riphahn (2006) confirm these findings as well for the 26 cantons of Switzerland that vary in timing of tracking.”
- International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools (2010, background): “A comparison of 26 Swiss cantons, which for historical reasons track students at different ages, also concluded that early tracking increases the connection between social class and educational achievement (Bauer & Riphahn, 2006).”
- Educational choices and the selection process: before and after compulsory schooling (2012, unknown): “2 Some studies give support, though not unequivocal, for the hypothesis that early tracking – the division of pupils into different ability‐related streams – increases the impact of family background on children's educational outcomes (Bauer and Riphahn 2006 ; Hanushek and Woessmann 2006 ).”