The unintended consequences of tracking: social disparities and inefficient learning

摘要: An important feature of educational systems is the extent to which their secondary education tracked. Secondary in Flanders (Belgium) characterized by early differentiation into rigidly stratified tracks and free choice between tracks. The practice tracking meant provide adequate for pupils with different study abilities aspirations. However, allocation system seems have some uncalled side effects. transition from primary a first hinge point pupils’ school careers. In fact, aged twelve are confronted academically more practically oriented at that specific moment. As unrestrained – there no standardized tests or binding recommendations − as only option leaving all future possibilities open, majority starts an track. course education, lot change Changes occur almost exclusively prestigious academic less vocational Based on analysis large-scale survey data ethnographic observations three schools consequences Flemish discussed. First all, we find leads self-selection working class likely choose start. Secondly, learning final grades vocationally hindered fact those bring variety backgrounds them.