This paper estimates how marginal increases in the flexibility of between-school tracking affect student attainment by exploiting the addition of non-selective `comprehensive schools? and hybrid `vocational high schools? to Germany?s tracked school system. These schools opened up alternative pathways to the university-entrance certificate, which traditionally could only be obtained at academic-track schools. We use administrative records to compile a county-level panel of school supply and attainment for 13 cohorts between 1995 and 2007. Cross-sectionally, the supplies of all three school types awarding the university-entrance certificate correlate positively with its attainment. However, for academic-track and comprehensive schools this association is not robust to the inclusion of regional controls, suggesting that it reflects regional differences in educational demand rather than supply-side effects. For vocational high schools, in contrast, we find robust evidence for positive attainment effects not only in cross-sectional and two-way fixed-effects panel regressions, but also in an event-study design that exploits the quasi-random timing of new school openings. Likely reasons for their success are that they lower the (perceived) costs of educational upgrading for late-bloomers, and their hybrid curriculum, which may retain students in general schooling who would otherwise enter vocational training.

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1 February 2025

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Economics of Education Review 1042025

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DOI: 10.1016/j.econedurev.2024.102608

https://www.sciencedirect.com/science/article/pii/S027277572400102X

This Journal article is published under the centre's Education programme.