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

Karlson, KB 2015, 'Expectations on Track? High School Tracking and Adolescent Educational Expectations', Social Forces, vol. 94, no. 1, pp. 115-141. https://doi.org/10.1093/sf/sov006

APA

Karlson, K. B. (2015). Expectations on Track? High School Tracking and Adolescent Educational Expectations. Social Forces, 94(1), 115-141. https://doi.org/10.1093/sf/sov006

Vancouver

Karlson KB. Expectations on Track? High School Tracking and Adolescent Educational Expectations. Social Forces. 2015 Sep;94(1):115-141. https://doi.org/10.1093/sf/sov006

Author

Karlson, Kristian Bernt. / Expectations on Track? High School Tracking and Adolescent Educational Expectations. In: Social Forces. 2015 ; Vol. 94, No. 1. pp. 115-141.

Bibtex

@article{fa35c180094e410480f5693174258927,
title = "Expectations on Track? High School Tracking and Adolescent Educational Expectations",
abstract = "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{\textquoteright} 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.",
author = "Karlson, {Kristian Bernt}",
year = "2015",
month = sep,
doi = "10.1093/sf/sov006",
language = "English",
volume = "94",
pages = "115--141",
journal = "Social Forces",
issn = "0037-7732",
publisher = "Oxford University Press",
number = "1",

}

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