Does Early Tracking Truly Benefit Students? The Effect of Early Tracking on Educational Inequality
Andrés Strello
In the world of education, the debate over early tracking—the practice of separating students into different educational paths based on their abilities at a young age—remains heated. A recent study by Andrés Strello and colleagues, sheds light on how early tracking affects various forms of educational inequality and student performance.
Understanding the Study
The article analyzed data from three major international assessments: the Programme for International Student Assessment (PISA), the Progress in International Reading Literacy Study (PIRLS), and the Trends in International Mathematics and Science Study (TIMSS). By pooling data from these assessments, covering 75 countries over 20 years, the researchers aimed to get a clearer picture of the effects of early tracking.
The study focused on three types of educational inequalities:
– Social Achievement Gaps: Differences in achievement based on students’ social backgrounds.
– Dispersion Inequality: Differences in achievement scores among students.
– Educational Inadequacy: The proportion of students not reaching basic literacy levels.
Methodology
To ensure robust conclusions, the researchers employed a difference-in-differences approach. . This method compared how educational outcomes changed from primary to secondary education across countries with different tracking ages. By using multiple international assessments and combining data from various cycles, the study provided a comprehensive view of the long-term effects of early tracking.
Key Findings
1. Social Achievement Gaps: The study found strong evidence that early tracking increases social achievement gaps. This means that the difference in performance between students from different social backgrounds widens more in countries that track students early. Specifically, the gap between students from families with few and many books increased significantly, indicating that early tracking may perpetuate social inequality.
2. Dispersion Inequality: Early tracking also increases dispersion inequality. In tracked systems, the range of student achievement scores is broader. This suggests that while some students benefit from specialized tracks, others may fall behind more significantly compared to systems where tracking is delayed.
3. Educational Inadequacy: The impact of early tracking on educational inadequacy was less pronounced but still present. Early tracking slightly increased the proportion of students failing to reach basic literacy levels. This effect was considered rather weak.
Impact on Performance Levels
Interestingly, the study found no significant evidence that early tracking improved overall performance levels. While tracking might be considered benefit high-achieving students by placing them in more challenging environments, the evidence showed that it does not appear to lift the average performance of all students. This finding challenges the argument that early tracking boosts educational efficacy.
Policy Implications
The findings suggest that while early tracking might be intended to tailor education to individual needs, it can exacerbate educational inequalities without improving overall performance. Policymakers should consider these implications when designing educational systems. Delaying tracking or implementing support systems for disadvantaged students might help mitigate some of these negative effects.
In conclusion, the study by Strello et al. (2021) offers valuable insights into the consequences of early tracking on educational inequality. It highlights the need for a balanced approach that considers both equity and efficacy in education systems. For countries debating the merits of early tracking, this research provides critical evidence to inform their decisions.
