Primární (empirické) studie
Contini, D., & Cugnata, F. (2020). Does early tracking affect learning inequalities? Revisiting difference-in-differences modeling strategies with international assessments. Large-scale Assessments in Education, 8(1), 14.
Strello, A., Strietholt, R., Steinmann, I., & Siepmann, C. (2021). Early tracking and different types of inequalities in achievement: Difference-in-differences evidence from 20 years of large-scale assessments. Educational Assessment, Evaluation and Accountability, 33, 139-167.
Martinková, P., Hladká, A., & Potužníková, E. (2020). Is academic tracking related to gains in learning competence? Using propensity score matching and differential item change functioning analysis for better understanding of tracking implications. Learning and Instruction, 66, 101286.
Rohm, T., Carstensen, C. H., Fischer, L., & Gnambs, T. (2021). The achievement gap in reading competence: the effect of measurement non-invariance across school types. Large-scale Assessments in Education, 9(1), 1-26.
Hodgen, J., Taylor, B., Francis, B., Craig, N., Bretscher, N., Tereshchenko, A. & Mazenod, A. (2023). The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time. British Educational Research Journal, 49(2), 209-230.
Federičová, M., & Münich, D. (2017). The impact of high-stakes school admission exams on study achievements: quasi-experimental evidence from Slovakia. Journal of Population Economics, 30, 1069-1092.
Sekundární (přehledové) studie
Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86(4), 849-899.
Contini, D., & Cugnata, F. (2020). Does early tracking affect learning inequalities? Revisiting difference-in-differences modeling strategies with international assessments. Large-scale Assessments in Education, 8(1), 14.
Strello, A., Strietholt, R., Steinmann, I., & Siepmann, C. (2021). Early tracking and different types of inequalities in achievement: Difference-in-differences evidence from 20 years of large-scale assessments. Educational Assessment, Evaluation and Accountability, 33, 139-167.
Martinková, P., Hladká, A., & Potužníková, E. (2020). Is academic tracking related to gains in learning competence? Using propensity score matching and differential item change functioning analysis for better understanding of tracking implications. Learning and Instruction, 66, 101286.
Rohm, T., Carstensen, C. H., Fischer, L., & Gnambs, T. (2021). The achievement gap in reading competence: the effect of measurement non-invariance across school types. Large-scale Assessments in Education, 9(1), 1-26.
Hodgen, J., Taylor, B., Francis, B., Craig, N., Bretscher, N., Tereshchenko, A. & Mazenod, A. (2023). The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time. British Educational Research Journal, 49(2), 209-230.
Federičová, M., & Münich, D. (2017). The impact of high-stakes school admission exams on study achievements: quasi-experimental evidence from Slovakia. Journal of Population Economics, 30, 1069-1092.
Sekundární (přehledové) studie
Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86(4), 849-899.
Cordero, J. M., Cristóbal, V., & Santín, D. (2018). Causal inference on education policies: A survey of empirical studies using PISA, TIMSS and PIRLS. Journal of Economic Surveys, 32(3), 878-915.