Anna K. Chmielewski|Hanna Dumont|Ulrich Trautwein
Tracking Effects Depend on Tracking Type
Stanford University|University of Tübingen|University of Tübingen
aim present study examine different types tracking betweenschool streaming withinschool streaming coursebycourse trackingshape students mathematics selfconcept done internationally comparative framework using data programme international student assessment pisa controlling individual track mean achievement results indicated generally students coursebycourse tracking hightrack students higher mathematics selfconcepts lowtrack students lower mathematics selfconcepts students betweenschool withinschool streaming reverse pattern found findings suggest solution ongoing debate effects tracking students academic selfconcept suggest reference groups students compare differ according type tracking