New Study Reveals How Academic Tracking Lifts All Students—Even the Disadvantaged
A new study by ZEW Mannheim reveals that students in the highest academic tracks show measurable improvements in test scores and university aspirations. The research, based on Hungarian school data, found that even disadvantaged pupils benefit equally from access to top-tier education. These findings challenge long-standing concerns about early academic tracking in countries like Germany.
The study also highlights how classroom behaviour, rather than just high-achieving peers, drives positive outcomes. This suggests that broader admission policies could help lower-achieving students without harming stronger performers.
The study tracked Hungarian students who narrowly missed or gained entry into the highest academic track. After two years, those in the top tier showed an average improvement of 0.11 standard deviations in test scores, with maths rising by 0.14 standard deviations. Importantly, disadvantaged students gained just as much as their more privileged classmates.
Researchers noted that motivation, perseverance, and social behaviour played a bigger role than simply being surrounded by high achievers. This challenges the idea that only the most academically gifted should enter advanced tracks. The findings suggest that delaying tracking or easing transitions between school types could improve fairness without lowering standards.
Early academic tracking has deep roots in Europe, particularly in Germany, where the Gymnasium system was formalised in 1812 under Wilhelm von Humboldt. While supporters argue it maintains high university-preparation standards, critics say it increases pressure and risks mismatched placements. Other countries, like Romania, have moved toward unified secondary systems to delay separation, aiming for greater equity.
The ZEW study proposes that schools consider factors beyond grades, such as work ethic and discipline, when placing students. More flexible policies could help close the gap for lower-income pupils while keeping overall performance stable.
The research provides clear evidence that broader access to academic tracks benefits all students, regardless of background. If schools adopt more inclusive admission rules, disadvantaged pupils could gain the same advantages as their peers.
The findings also support delaying tracking decisions and allowing easier movement between school types. This could reduce inequality while maintaining high educational standards.
