Reading development in a tracked school system
A longitudinal study over 3 years using propensity score matching
Bibliographic Data
| ID | 5265490 |
|---|---|
| Authors | Jan Retelsdorf (0000-0002-9892-9613, Leibniz Institute for Science and Mathematics Education, corresponding author), Michael Becker (0000-0002-7983-6382, University of Potsdam), Olaf Köller (0000-0001-5652-8101, Leibniz Institute for Science and Mathematics Education), Joanne Moller (0000-0003-1767-5859, Christian-Albrechts-Universität zu Kiel), Jens Möller |
| Year | 2012 |
| Volume | 82 |
| Issue | 4 |
| Pages | 647-671 |
| Publication date | 2012-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.2011.02051.x |
| PMID | 23025397 |
| OpenAlex | W2162543849 |
| Language | EN |
| Citations received | 19 |
| References cited | 60 |
Background. Assigning students to different school tracks on the basis of their achievement levels is a widely used strategy that aims at giving students the best possible learning opportunity. There is, however, a growing body of literature that questions such positive effects of tracking.Aims. This study compared the developmental trajectories of reading comprehension and decoding speed between students at academic track schools that typically prepare students for university entrance and students at non-academic track schools that usually prepare students for vocational education.Sample. In a longitudinal design with three occasions of data collection, the authors drew on a sample of N= 1,508 5th graders (age at T1 about 11 years, age at T3 about 14 years) from 60 schools in Germany. The academic track sample comprised n= 568 students; the non-academic track sample comprised n= 940 students.Method. Achievement measures were obtained by standardized tests of reading comprehension and decoding speed. Students at the different tracks were closely matched using propensity scores. To compare students' growth trajectories between the different school tracks, we applied multi-group latent growth curve models.Results. Comparable results were recorded for the complete (unmatched) sample and for the matched pairs. In all cases, students at the different tracks displayed a similar growth in reading comprehension, whereas larger growth rates for students at academic track schools were recorded for decoding speed.Conclusions. Our findings contribute to an increasing body of literature suggesting that tracking might have undesired side effects
Academic achievement · Comprehension · Longitudinal study · Matching (statistics) · Mathematics education · Pedagogy · Propensity score matching · Reading (process) · Reading comprehension · Sample (material) · Statistics · Tracking (education) · Cognitive Abilities and Testing · Computer Science · Mathematics · Psychology · Psychometric Methodologies and Testing · Reading and Literacy Development
Schereneffekte auf der Sekundarstufe I? Zum Einfluss des Schultyps auf den Leistungszuwachs in Deutsch und Mathematik
“Michael can’t read!” Teachers’ gender stereotypes and boys’ reading self-concept.
Gender-specific teacher expectations in reading—The role of teachers’ gender stereotypes
Investigating the effects of class average achievement
Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains
Educational stratification and political interest
The impact of work-based versus school-based learning on cognitive and non-cognitive outcomes in vocational secondary education
When ethnic minority students are judged as more suitable for the highest school track
Correlated change in habitual and situational reading motivation
The development of the intention to study of pupils from different social backgrounds in non-traditional pathways to higher education
How does exposure to a different school track influence learning progress? Explaining scissor effects by track in Germany
Advanced Issues in Propensity Scores
A replication study to assess CLIL effects on second language learning in Germany
Less alarming than assumed
The long-term differential achievement effects of school socioeconomic composition in primary education
Influence of track placement and teachers' perceptions of children's academic schoolwork skills on the development of children's motivational self-beliefs and achievement
Does between-school tracking really result in more achievement homogeneous schools? Evidence from 40 countries around the globe
Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling
Effortless or less effort? Effects of tracks on students' engagement
Keeping track
Ability Grouping in Education
Test Equating, Scaling, and Linking
Tracking, grading, and student motivation
School composition and peer effects
Some Practical Guidance for the Implementation of Propensity Score Matching
Average causal effects from nonrandomized studies
Classroom composition and peer effects
Misunderstandings Between Experimentalists and Observationalists about Causal Inference
Who is the expert? Construct and criteria validity of student and teacher ratings of instruction
Disparitäten der Bildungsbeteiligung und des Kompetenzerwerbs
Teachers' goal orientations for teaching
The big-fish-little-pond effect on academic self-concept.
Multiple Imputation of Missing Values
Educational Transitions and Differential Learning Environments
Missing Data Analysis
Some Practical Guidance for the Implementation of Propensity Score Matching
The central role of the propensity score in observational studies for causal effects
Missing data
Latent Curve Models
Multiple Imputation for Nonresponse in Surveys
Multilevel Analysis
The long-term effects of ability grouping in mathematics
Detracking America's schools
The Long-Term Effects of Seventh-Grade Ability Grouping in Mathematics
Tracking Effects on School Achievement
Tracking and the effects of school‐related attitudes on the language achievement of boys and girls
It's not which school but which set you're in that matters
Matthew Effects in Reading
Analyzing the development of individual differences in terms of Matthew effects in reading
Early reading acquisition and its relation to reading experience and ability 10 years later
What Is Tracking? Cultural Expectations in the United States, Germany, and Japan
Higher Order Instructional Goals in Secondary Schools
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
A longitudinal study of students' academic self-concept in a streamed setting
Secondary school teachers' attitudes towards and beliefs about ability grouping
Ability grouping in secondary schools
The role of educational track in adolescents' school burnout
Three methods for studying developmental change
Ability-Group Effects
The Estimation of Causal Effects From Observational Data
Internationally Comparable Measures of Occupational Status for the 1988 International Standard Classification of Occupations
| Unique citing works | 19 |
|---|---|
| Citations per year | 1,73 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |