Expectations on Track? High School Tracking and Adolescent Educational Expectations
Research output: Contribution to journal › Journal article › Research › peer-review
Standard
Expectations on Track? High School Tracking and Adolescent Educational Expectations. / Karlson, Kristian Bernt.
In: Social Forces, Vol. 94, No. 1, 09.2015, p. 115-141.Research output: Contribution to journal › Journal article › Research › peer-review
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - JOUR
T1 - Expectations on Track? High School Tracking and Adolescent Educational Expectations
AU - Karlson, Kristian Bernt
PY - 2015/9
Y1 - 2015/9
N2 - This paper examines the role of adaptation in expectation formation processes by analyzing how educational tracking in high schools affects adolescents' educational expectations. I argue that adolescents view track placement as a signal about their academic abilities and respond to it in terms of modifying their educational expectations. Applying a difference-in-differences approach to the National Educational Longitudinal Study of 1988, I find that being placed in an advanced or honors class in high school positively affects adolescents’ expectations, particularly if placement is consistent across subjects and if placement contradicts tracking experiences in middle school. My findings support the hypothesis that adolescents adapt their educational expectations to ability signals sent by schools.
AB - This paper examines the role of adaptation in expectation formation processes by analyzing how educational tracking in high schools affects adolescents' educational expectations. I argue that adolescents view track placement as a signal about their academic abilities and respond to it in terms of modifying their educational expectations. Applying a difference-in-differences approach to the National Educational Longitudinal Study of 1988, I find that being placed in an advanced or honors class in high school positively affects adolescents’ expectations, particularly if placement is consistent across subjects and if placement contradicts tracking experiences in middle school. My findings support the hypothesis that adolescents adapt their educational expectations to ability signals sent by schools.
U2 - 10.1093/sf/sov006
DO - 10.1093/sf/sov006
M3 - Journal article
VL - 94
SP - 115
EP - 141
JO - Social Forces
JF - Social Forces
SN - 0037-7732
IS - 1
ER -
ID: 128600313