EDUCATIONAL IMPLICATIONS OF SCHOOL SYSTEMS AT DIFFERENT STAGES OF SCHOOLING

Abstract

In educating students national public school systems use different methods of grouping students by ability across schools. We consider four different school systems of student allocation at different stages of schooling and their educational implications. Our two-period model suggests that both frequency and sequence of ability grouping play an important role in producing educational implications. As different households prefer different combinations of school systems, the overall performance of a school system is determined by how households are distributed over income and a child's ability and the voting of households.