The double-edged sword of de-tracking reforms in Germany: Using a Difference-in-Differences approach to estimate effects on students' educational aspirations and their association with students' socioeconomic backgrounds

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2024-04-01 DOI:10.1016/j.stueduc.2024.101350

Marlen Holtmann , Camilla Rjosk , Malte Jansen , Oliver Lüdtke

{"title":"The double-edged sword of de-tracking reforms in Germany: Using a Difference-in-Differences approach to estimate effects on students' educational aspirations and their association with students' socioeconomic backgrounds","authors":"Marlen Holtmann , Camilla Rjosk , Malte Jansen , Oliver Lüdtke","doi":"10.1016/j.stueduc.2024.101350","DOIUrl":null,"url":null,"abstract":"<div><p>Some German states recently reformed their tracking practices by reducing the number of secondary school track options from up to four to a two-path structure, in which students can continue their school career until they acquire the general university entrance qualification in both tracks (academic and comprehensive). We examine whether these <em>de-tracking</em> reforms were, as intended, associated with a change in students’ educational aspirations and whether they reduced socioeconomic disparities in students’ educational aspirations. We analyze representative data of around 65,000 ninth graders from states with and without reforms from pre- and post-reform periods (2012 to 2018), using a Difference-in-Differences approach and a regression of students’ educational aspirations on their socioeconomic backgrounds. Our results suggest that students’ educational aspirations have increased in the wake of the <em>de-tracking</em> reforms, but that socioeconomic disparities in students’ educational aspirations have increased rather than weakened. Implications for tracking practices and socioeconomic disparities are discussed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101350"},"PeriodicalIF":2.6000,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X24000294","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Some German states recently reformed their tracking practices by reducing the number of secondary school track options from up to four to a two-path structure, in which students can continue their school career until they acquire the general university entrance qualification in both tracks (academic and comprehensive). We examine whether these de-tracking reforms were, as intended, associated with a change in students’ educational aspirations and whether they reduced socioeconomic disparities in students’ educational aspirations. We analyze representative data of around 65,000 ninth graders from states with and without reforms from pre- and post-reform periods (2012 to 2018), using a Difference-in-Differences approach and a regression of students’ educational aspirations on their socioeconomic backgrounds. Our results suggest that students’ educational aspirations have increased in the wake of the de-tracking reforms, but that socioeconomic disparities in students’ educational aspirations have increased rather than weakened. Implications for tracking practices and socioeconomic disparities are discussed.

查看原文本刊更多论文

德国去追踪改革的双刃剑：利用差分法估算对学生教育愿望的影响及其与学生社会经济背景的关系

德国一些州最近改革了分轨做法，将中学分轨选择的数量从最多四种减少到双轨结构，在这种结构中，学生可以继续他们的学校生涯，直到他们在两个分轨（学术分轨和综合分轨）中都获得普通大学入学资格。我们研究了这些去分轨改革是否如预期的那样改变了学生的教育愿望，以及是否缩小了学生教育愿望中的社会经济差距。我们分析了改革前和改革后（2012 年至 2018 年）各州约 65,000 名九年级学生的代表性数据，采用了差分法，并对学生的教育愿望与其社会经济背景进行了回归。我们的研究结果表明，在取消追踪改革之后，学生的教育愿望有所提高，但学生教育愿望的社会经济差异却没有减弱，反而有所扩大。本文讨论了跟踪实践和社会经济差距的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.