All Work and No Play? The Effects of Ability Sorting on Students' Non-School Inputs, Time Use, and Grade Anxiety

37 Pages Posted: 10 Jan 2014 Last revised: 28 Oct 2014

See all articles by Liang Choon Wang

Liang Choon Wang

Monash University - Department of Economics

Date Written: January 10, 2014

Abstract

How students’ non-school inputs respond to ability grouping may explain the currently mixed findings in the literature about the impacts of tracking. Using data from South Korea, where students are randomized into middle schools under the country’s equalization policy, but sorted into different high schools on the basis of achievement in some non-equalization policy areas, I find that under ability sorting, students’ demand for private tutoring, self-study time, and grade anxiety levels are lower, and their hours of sleep and leisure are higher. The effects on private tutoring are particularly significant for high achievers, while the effects on self-study and leisure hours are strong for low achievers. The results potentially help reconcile the mixed findings in the ability grouping and tracking literature.

Keywords: Tracking, shadow education, leisure, time use, anxiety, Korea

JEL Classification: I21, I28, I31, J22, J24

Suggested Citation

Wang, Liang Choon, All Work and No Play? The Effects of Ability Sorting on Students' Non-School Inputs, Time Use, and Grade Anxiety (January 10, 2014). Available at SSRN: https://ssrn.com/abstract=2376048 or http://dx.doi.org/10.2139/ssrn.2376048

Liang Choon Wang (Contact Author)

Monash University - Department of Economics ( email )

Wellington Road
Clayton, Victoria
Australia

HOME PAGE: http://sites.google.com/site/liangchoonwang/

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