Macdonald, KevinPatrinos, Harry Anthony2012-03-192012-03-192010-04-01https://hdl.handle.net/10986/3753The 2003 PISA Korea sample is used to examine the association between within-school ability tracking and mathematics achievement. Estimates of a variety of econometric models reveal that tracking is positively associated with mathematics achievement among females and that this association declines for higher achieving females. No evidence of an association between males and tracking is detected. While this association for females cannot be interpreted as a causal effect, the presence of a measurable association indicates the need for further research on tracking in Korea with a particular focus on gender differences.CC BY 3.0 IGOABILITY GROUPINGACADEMIC ACHIEVEMENTACHIEVEMENT DATAACHIEVEMENT LEVELACHIEVEMENT OF GIRLSACHIEVEMENTSBETTER SCHOOLSCLASSROOMCLASSROOMSCOMPETENCIESECONOMICS OF EDUCATIONEDUCATORSEFFECT ON STUDENT ACHIEVEMENTEXAMSFEMALE STUDENTSFUTURE RESEARCHGENDERGENDER DIFFERENCEGENDER DIFFERENCESGENDER GAPHIGH SCHOOLHUMAN DEVELOPMENTINSTRUCTIONINTERNATIONAL STUDENT ASSESSMENTLEARNINGLEARNING ACHIEVEMENTLEARNING ENVIRONMENTLEARNING OUTCOMESLEVEL OF ACHIEVEMENTLITERACYLITERATURELOWER ACHIEVING STUDENTSMATH ACHIEVEMENTMINISTRY OF EDUCATIONMOTIVATIONOLD STUDENTSPAPERSPEDAGOGYPEER GROUPPRIMARY SCHOOLSPRIMARY STUDENTSPRINCIPALSPROFICIENCYREADINGREADING ACHIEVEMENTRECALLSALARY INCREASESSCHOOL AUTONOMYSCHOOL COMMUNITYSCHOOL LEVELSCHOOL PLACESSCHOOL POLICYSCHOOL PRINCIPALSSCHOOL SELECTIONSCHOOL SIZESCHOOL SYSTEMSCHOOLINGSCHOOLSSCIENCE ACHIEVEMENTSCIENCE STUDYSECONDARY EDUCATIONSECONDARY SCHOOLSTUDENT ACHIEVEMENTSTUDENT ASSESSMENTSSTUDENT TEACHER RATIOSTUDENTS IN MATHEMATICSTEACHERTEACHERSUPPER SECONDARYUPPER SECONDARY EDUCATIONUPPER SECONDARY SCHOOLSVOCATIONAL SCHOOLSWorld Bank10.1596/1813-9450-5266