TY  - JOUR
A1  - Chmielewski, Anna K.
A1  - Dumont, Hanna
A1  - Trautwein, Ulrich
T1  - Tracking Effects Depend on Tracking Type
BT  - An International Comparison of Students’ Mathematics Self-Concept
JF  - American Educational Research Journal
N2  - The aim of the present study was to examine how different types of tracking—
between-school streaming, within-school streaming, and course-by-course
tracking—shape students’ mathematics self-concept. This was done in an
internationally comparative framework using data from the Programme for
International Student Assessment (PISA). After controlling for individual
and track mean achievement, results indicated that generally for students
in course-by-course tracking, high-track students had higher mathematics
self-concepts and low-track students had lower mathematics self-concepts.
For students in between-school and within-school streaming, the reverse pat-
tern was found. These findings suggest a solution to the ongoing debate about
the effects of tracking on students’ academic self-concept and suggest that the
reference groups to which students compare themselves differ according to the
type of tracking.
KW  - academic self-concept
KW  - international comparison
KW  - reference groups
KW  - social comparison
KW  - tracking
Y1  - 2013
UR  - http://journals.sagepub.com/doi/pdf/10.3102/0002831213489843
U6  - https://doi.org/10.3102/0002831213489843
SN  - 0002-8312
VL  - 50
IS  - 5
SP  - 926
EP  - 957
PB  - Sage
CY  - Thousand Oaks, Calif.
ER  - 
TY  - JOUR
A1  - Dumont, Hanna
A1  - Neumann, Marko
A1  - Maaz, Kai
A1  - Trautwein, Ulrich
T1  - The effect of student body composition on academic achievement  International and National Evidence
JF  - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis
N2  - This paper reviews empirical evidence on the effect of the composition of a student body on academic achievement of students. After defining the term composition effect, methodological aspects regarding the study of composition effects are considered. International and national evidence for the composition of a student body with respect to students' abilities, social, and ethnic background is then presented. Whereas international studies find evidence for social, ethnic, and achievement composition variables, national studies reveal that mean achievement level of a school or class is the most important composition variable in Germany. However, this effect is confounded with school track and social composition, which itself exerts a small incremental effect. Ethnic composition, however, does not seem to play an important role. The paper closes with a presentation of the underlying processes of composition effects and a discussion on how the composition of a student body is considered in school governance practices.
KW  - Composition effects
KW  - academic achievement
KW  - tracking
Y1  - 2013
U6  - https://doi.org/10.2378/peu2013.art14d
SN  - 0342-183X
VL  - 60
IS  - 3
SP  - 163
EP  - 183
PB  - Reinhardt
CY  - München
ER  - 
TY  - BOOK
A1  - Maaz, Kai
A1  - Baumert, Jürgen
A1  - Neumann, Marko
A1  - Becker, Michael
A1  - Dumont, Hanna
T1  - Die Berliner Schulstrukturreform : Bewertung durch die beteiligten Akteure und Konsequenzen des neuen Übergangsverfahrens von der Grundschule in die weiterführenden Schulen
Y1  - 2013
SN  - 978-3-8309-2946-8
PB  - Waxmann
CY  - Münster
ER  -