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Comprehensief onderwijs: een bedreiging voor kwaliteit? Een heranalyse van Rindermann en Ceci (2009)

Tijdschriftbijdrage - Tijdschrift Editorial

In general, educational research has concluded that early tracking does not lead to a better average performance. However, a cross-country comparison by Rindermann and Ceci (2009) did find a positive effect of early tracking on performance. How can we understand this contradiction? In this paper we show that Rindermann and Ceci did not adequately control for confounding differences between countries in their very heterogeneous dataset. First, their three background variables prove to have been insufficient to control all relevant differences. Secondly, Rindermann and Ceci assumed that tracking had the same effect in all countries, independently from other national system characteristics. By explicitly accounting for interactions, we show that this assumption is not valid. Our reanalysis demonstrates that in developed countries early tracking does not have a significant effect on performance. This untangles the contradiction and confirms the general message from the literature.
Tijdschrift: Pedagogische StudiĆ«n
ISSN: 0165-0645
Issue: 4
Volume: 91
Pagina's: 270 - 279
Jaar van publicatie:2014
Toegankelijkheid:Open