•Early ability-based tracking into differentsecondary school types is suspected to increase migrant-native achievement gaps. •Cross-sectional estimates reveal differences in migrant-native test score gaps between early and late tracking countries. •We document that differences in migrant-native test score gaps exist already prior to tracking. •Differences-in-differences estimates show that early tracking does not significantly affect overall migrant-native achievement gaps. •We find, however, evidence for a detrimental impact of early tracking for less integrated migrants.
Economics of Education Review – Elsevier
Published: Jun 1, 2016
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