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The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter?
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Outgoing claims: the papers this work cites, builds on, or argues with.
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Ontogeny of the Ponzo Illusion: Effects of Age, Schooling, and Environment
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A Systematic Review of Propensity Score Methods in the Social Sciences
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School Effectiveness and School Improvement: Sustaining Links
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The Dangers of Extreme Counterfactuals
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Matching as Nonparametric Preprocessing for Reducing Model Dependence in Parametric Causal Inference
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Intelligence Predicts Health and Longevity, but Why?
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SOME PRACTICAL GUIDANCE FOR THE IMPLEMENTATION OF PROPENSITY SCORE MATCHING
inferredcites →https://doi.org/10.1111/j.1467-7687.2007.00557.xopenalex-snapshot
Gene–environment interdependence
inferredcites →https://doi.org/10.1111/j.1467-8624.1989.tb03554.xopenalex-snapshot
Age versus Schooling Effects on Intelligence Development
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Stability of Intelligence from Preschool to Adolescence: The Influence of Social and Family Risk Factors
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A Unified Theory of Development: A Dialectic Integration of Nature and Nurture
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Educational Transitions and Differential Learning Environments: How Explicit Between-School Tracking Contributes to Social Inequality in Educational Outcomes
inferredcites →https://doi.org/10.1146/annurev.psych.50.1.471openalex-snapshot
LIFESPAN PSYCHOLOGY: Theory and Application to Intellectual Functioning
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Comparing Personal Trajectories and Drawing Causal Inferences from Longitudinal Data
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THE ESTIMATION OF CAUSAL EFFECTS FROM OBSERVATIONAL DATA
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Multiple Imputation of Missing Values
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Matching Methods for Causal Inference: A Review and a Look Forward
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Bayesian Inference for Causal Effects: The Role of Randomization
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mice: Multivariate Imputation by Chained Equations inR
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The Propensity Score: A Means to an End
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Adolescent Personality Development and Historical Change: 1970-1972
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Fifteen Thousand Hours: Secondary Schools and Their Effects on Children
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The Contribution of Formal Schooling to the Increase in Intellectual Capital
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Intelligence, Information Processing, and Analogical Reasoning: The Componential Analysis of Human Abilities
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Sample Selection Bias as a Specification Error
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The Nature of "Intelligence" and the Principles of Cognition.
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The Stratification of Socialization Processes
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Schooling, Tracking, and Teenage Intelligence
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Occupational Prestige in Comparative Perspective.
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Constructing a Control Group Using Multivariate Matched Sampling Methods That Incorporate the Propensity Score
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Outline of a Theory of Practice
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Leistungsentwicklung und Ausgleich von Leistungsunterschieden in Gymnasialklassen
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What Is Tracking? Cultural Expectations in the United States, Germany, and Japan
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Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
inferredcites →https://doi.org/10.3102/01623737023002171openalex-snapshot
Schools, Achievement, and Inequality: A Seasonal Perspective
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IGLU 2006 : Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich
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Elternwille und staatliches Bestimmungsrecht bei der Wahl der Schullaufbahn
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On the Failure of the Bootstrap for Matching Estimators
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Linking TIMSS to Research on Learning and Instruction: A Re-analysis of the German TIMSS and TIMSS Video Data
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Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
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Mathematical and Analogical Reasoning of Young Learners
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The General Factor of Intelligence
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Psychometric g: Definition and Substantiation
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Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Predicting Complex Problem Solving and school grades with working memory and ability self-concept
inferred← citeshttps://doi.org/10.1016/j.lindif.2016.05.022openalex-snapshot
Skip a grade, learn more? Estimating the effects of grade skipping on students' language skills using propensity score matching
inferred← citeshttps://doi.org/10.1016/j.lindif.2021.102110openalex-snapshot
Need for Cognition and its relation to academic achievement in different learning environments
inferred← citeshttps://doi.org/10.1016/j.paid.2024.112555openalex-snapshot
Research on intelligence and learning: How to unite estranged siblings
inferred← citeshttps://doi.org/10.1016/j.rssm.2021.100625openalex-snapshot
How does exposure to a different school track influence learning progress? Explaining scissor effects by track in Germany
inferred← citeshttps://doi.org/10.1016/j.rssm.2021.100626openalex-snapshot
Upper secondary tracks and student competencies: A selection or a causal effect? Evidence from the Italian case
inferred← citeshttps://doi.org/10.1016/j.rssm.2026.101131openalex-snapshot
Does between-school tracking really result in more achievement homogeneous schools? Evidence from 40 countries around the globe
inferred← citeshttps://doi.org/10.1016/j.socscimed.2025.118522openalex-snapshot
Testing the psychological costs of intergenerational social mobility: Evidence from a German panel study
inferred← citeshttps://doi.org/10.1016/j.stueduc.2021.101069openalex-snapshot
Separating PIAAC competencies from general cognitive skills: A dimensionality and explanatory analysis
inferred← citeshttps://doi.org/10.1016/j.stueduc.2025.101495openalex-snapshot
Less alarming than assumed: New insights on diversion effects in German secondary education
inferred← citeshttps://doi.org/10.1016/j.tate.2024.104847openalex-snapshot
Influence of track placement and teachers' perceptions of children's academic schoolwork skills on the development of children's motivational self-beliefs and achievement
inferred← citeshttps://doi.org/10.1026/0049-8637/a000104openalex-snapshot
Lesekompetenzen und schulische Lernumwelten
inferred← citeshttps://doi.org/10.1026/0049-8637/a000287openalex-snapshot
Shifting Standards When Judging Male and Female Majority and Minority Students’ Non-Suitability for the Academic Track?
inferred← citeshttps://doi.org/10.1027/1015-5759/a000771openalex-snapshot
Measurement Invariance of the Intelligence and Development Scales – 2 Across Language Versions, Gender, and Age
inferred← citeshttps://doi.org/10.1037/a0035506openalex-snapshot
Differential relations between facets of complex problem solving and students’ immigration background.
inferred← citeshttps://doi.org/10.1037/a0036307openalex-snapshot
The longitudinal interplay of students’ academic self-concepts and achievements within and across domains: Replicating and extending the reciprocal internal/external frame of reference model.
inferred← citeshttps://doi.org/10.1037/a0036631openalex-snapshot
Acceleration in elementary school: Using propensity score matching to estimate the effects on academic achievement.
inferred← citeshttps://doi.org/10.1037/a0038981openalex-snapshot
Is education associated with improvements in general cognitive ability, or in specific skills?
inferred← citeshttps://doi.org/10.1037/edu0000175openalex-snapshot
Fish swimming into the ocean: How tracking relates to students’ self-beliefs and school disengagement at the end of schooling.
inferred← citeshttps://doi.org/10.1037/edu0000188openalex-snapshot
Streaming, tracking and reading achievement: A multilevel analysis of students in 40 countries.
inferred← citeshttps://doi.org/10.1037/edu0000305openalex-snapshot
Does the track matter? A comparison of students’ achievement in different tracks.
inferred← citeshttps://doi.org/10.1037/edu0000377openalex-snapshot
Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains.
inferred← citeshttps://doi.org/10.1037/pspp0000024openalex-snapshot
Can personality traits and intelligence compensate for background disadvantage? Predicting status attainment in adulthood.
inferred← citeshttps://doi.org/10.1038/s41539-016-0003-0openalex-snapshot
Individual differences in the learning potential of human beings
inferred← citeshttps://doi.org/10.1038/s41539-023-00203-9openalex-snapshot
Does students’ awareness of school-track-related stereotypes exacerbate inequalities in education?
inferred← citeshttps://doi.org/10.1038/s41539-025-00358-7openalex-snapshot
Unlocking math potential in students from lower SES backgrounds – using instructional scaffolds to improve performance
inferred← citeshttps://doi.org/10.1055/s-0043-121886openalex-snapshot
Klassenklima, schulisches Wohlbefinden und Gesundheit von Schülerinnen und Schülern in Deutschland: Ergebnisse des Nationalen Bildungspanels (NEPS)
inferred← citeshttps://doi.org/10.1080/00313831.2015.1120235openalex-snapshot
Pupil selection segments urban comprehensive schooling in Finland: composition of school classes in pupils’ school performance, gender, and ethnicity
inferred← citeshttps://doi.org/10.1080/00313831.2022.2042843openalex-snapshot
The Choice of Track Matters: Academic Self-Concept and Sense of Purpose in Vocational and Academic Tracks
inferred← citeshttps://doi.org/10.1080/09243453.2018.1537292openalex-snapshot
On track for unemployment? Long-term effects of tracks
inferred← citeshttps://doi.org/10.1086/674053openalex-snapshot
The Perception and Implementation of Challenging Instruction by Middle School Teachers
inferred← citeshttps://doi.org/10.1086/698453openalex-snapshot
The Structure of Tracking: Instructional Practices of Teachers Leading Low- and High-Track Classes
inferred← citeshttps://doi.org/10.1093/sf/soab077openalex-snapshot
Educational Tracking and Personality Formation: Evidence from a Dual System
inferred← citeshttps://doi.org/10.1111/1467-9817.12027openalex-snapshot
Reciprocal effects between intrinsic reading motivation and reading competence? A cross‐lagged panel model for academic track and nonacademic track students
inferred← citeshttps://doi.org/10.1111/bjep.12120openalex-snapshot
The long‐term differential achievement effects of school socioeconomic composition in primary education: A propensity score matching approach
inferred← citeshttps://doi.org/10.1111/bjep.12290openalex-snapshot
Effortless or less effort? Effects of tracks on students’ engagement
inferred← citeshttps://doi.org/10.1111/bjep.12741openalex-snapshot
Ability grouping in German secondary schools: The effect of non‐academic track schools on the development of Math competencies
inferred← citeshttps://doi.org/10.1111/cdev.12272openalex-snapshot
Does Learning to Read Improve Intelligence? A Longitudinal Multivariate Analysis in Identical Twins From Age 7 to 16
inferred← citeshttps://doi.org/10.1111/cdev.12996openalex-snapshot
High-Ability Grouping: Benefits for Gifted Students’ Achievement Development Without Costs in Academic Self-Concept
inferred← citeshttps://doi.org/10.1111/cdev.14156openalex-snapshot
How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability
inferred← citeshttps://doi.org/10.1111/jopy.12312openalex-snapshot
Think Positive? Examining the Impact of Optimism on Academic Achievement in Early Adolescents
inferred← citeshttps://doi.org/10.1111/jopy.12424openalex-snapshot
Why are you so optimistic? Effects of sociodemographic factors, individual experiences, and peer characteristics on optimism in early adolescents
inferred← citeshttps://doi.org/10.1111/jopy.12482openalex-snapshot
Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks
inferred← citeshttps://doi.org/10.1177/0016986216687824openalex-snapshot
A Test of the Reciprocal-Effects Model of Academic Achievement and Academic Self-Concept in Regular Classes and Special Classes for the Gifted
inferred← citeshttps://doi.org/10.1177/00207152231198434openalex-snapshot
School segregation, student achievement, and educational attainment in Hungary
inferred← citeshttps://doi.org/10.1177/0165025416664432openalex-snapshot
Development in multiple areas of life in adolescence
inferred← citeshttps://doi.org/10.1177/08902070221121178openalex-snapshot
Personality development in adolescence: Examining big five trait trajectories in differential learning environments
inferred← citeshttps://doi.org/10.1177/08902070241256399openalex-snapshot
Long-Term Advantages of Adolescent Optimism: Nonlinear Associations With Adult Outcomes and its Protective Role in Buffering Socioeconomic Risk
inferred← citeshttps://doi.org/10.1177/0956797618774253openalex-snapshot
How Much Does Education Improve Intelligence? A Meta-Analysis
inferred← citeshttps://doi.org/10.1177/0956797618794454openalex-snapshot
It’s Not Only Who You Are but Who You Are With: High School Composition and Individuals’ Attainment Over the Life Course
inferred← citeshttps://doi.org/10.1177/1745691619895030openalex-snapshot
Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research
inferred← citeshttps://doi.org/10.1177/1932202x211034909openalex-snapshot
The Impact of School Environment on Talent Development: A Retrospective View of Gifted British and Polish College Students
inferred← citeshttps://doi.org/10.1177/1948550614559605openalex-snapshot
How Being an Optimist Makes a Difference
inferred← citeshttps://doi.org/10.1177/1948550614566092openalex-snapshot
The First Partnership Experience and Personality Development
inferred← citeshttps://doi.org/10.1186/s40536-021-00107-3openalex-snapshot
Explaining Waldorf students’ high motivation but moderate achievement in science: is inquiry-based science education the key?
inferred← citeshttps://doi.org/10.1186/s40536-026-00298-7openalex-snapshot
Longitudinal insights into academic resilience in PISA in Italy: the role of prior achievement and upper-secondary school factors
inferred← citeshttps://doi.org/10.1332/175795921x16124376408552openalex-snapshot
Upper secondary school tracking, labour market outcomes and intergenerational inequality in Denmark
inferred← citeshttps://doi.org/10.1371/journal.pone.0281779openalex-snapshot
Students’ intelligence test results after six and sixteen months of irregular schooling due to the COVID-19 pandemic
inferred← citeshttps://doi.org/10.14507/epaa.v23.2007openalex-snapshot
Do Algorithms Homogenize Students’ Achievements in Secondary School Better Than Teachers’ Tracking Decisions?
inferred← citeshttps://doi.org/10.14712/23363177.2017.8openalex-snapshot
Recent Developments in School Tracking Practices in Germany: An Overview and Outlook on Future Trends
inferred← citeshttps://doi.org/10.1515/jbnst-2013-0403openalex-snapshot
Early Life Adversity and Children’s Competence Development: Evidence from the Mannheim Study of Children at Risk
inferred← citeshttps://doi.org/10.1515/nf-2018-0027openalex-snapshot
Non Vitae Sed Scholae Discimus? Schooling Fosters Intelligence
inferred← citeshttps://doi.org/10.1515/zfsoz-2020-0025openalex-snapshot
Kognitive Homogenisierung, schulische Leistungen und soziale Bildungsungleichheit
inferred← citeshttps://doi.org/10.1515/zfsoz-2023-2028openalex-snapshot
Effizienz und soziale Ungleichheit in strikt leistungsdifferenzierenden Bildungssystemen. Eine kritische Betrachtung des Model of Ability Tracking (MoAbiT)
inferred← citeshttps://doi.org/10.1787/9789264273955-3-enopenalex-snapshot
The development and assessment of problem solving in 21st-century schools
inferred← citeshttps://doi.org/10.1787/9789264273955-enopenalex-snapshot
The Nature of Problem Solving
inferred← citeshttps://doi.org/10.1891/1945-8959.15.2.320openalex-snapshot
The Interplay of Social and Ethnic Classroom Composition, Tracking, and Gender on Students’ School Satisfaction
inferred← citeshttps://doi.org/10.2478/sjs-2023-0016openalex-snapshot
Schools as Differential Environments for Students' Development: How Tracking and School Composition Affect Students' Transition After the End of Compulsory Education
inferred← citeshttps://doi.org/10.3102/1572519openalex-snapshot
Talent Development in Achievement Domains: A Psychological Framework for Within and Cross-Domain Research
inferred← citeshttps://doi.org/10.31219/osf.io/6aum7openalex-snapshot
Does students' awareness of school track-related-stereotypes exacerbate inequalities in education?
inferred← citeshttps://doi.org/10.31219/osf.io/xc59qopenalex-snapshot
Vorteile kognitiver Homogenisierung? Replikation einer Studie von Hartmut Esser und Julian Seuring zu den Auswirkungen von strikter Leistungsdifferenzierung auf Schulleistungen und Bildungsungleichheit
inferred← citeshttps://doi.org/10.31234/osf.io/95nyvopenalex-snapshot
Social Inequality in Adolescents’ Social, Emotional, and Behavioral Skills: An Intersectional Perspective
inferred← citeshttps://doi.org/10.31234/osf.io/kymhpopenalex-snapshot
How much does education improve intelligence? A meta-analysis
inferred← citeshttps://doi.org/10.31234/osf.io/vtw3gopenalex-snapshot
Measurement Invariance of the Intelligence and Development Scales–2 Across Language Versions, Gender, and Age
inferred← citeshttps://doi.org/10.31235/osf.io/fzr3xopenalex-snapshot
Vorteile kognitiver Homogenisierung? Replikation einer Studie von Hartmut Esser und Julian Seuring zu den Auswirkungen von strikter Leistungsdifferenzierung auf Schulleistungen und Bildungsungleichheit
inferred← citeshttps://doi.org/10.31244/9783830992479openalex-snapshot
Mathematikunterricht im Vergleich zwischen den Schularten
inferred← citeshttps://doi.org/10.31893/multiscience.2026294openalex-snapshot
Science readiness of the first year BSMLS students: Basis for an intervention activity
inferred← citeshttps://doi.org/10.3389/fpsyg.2020.01356openalex-snapshot
A Randomized Field Experiment Using Self-Reflection on School Behavior to Help Students in Secondary School Reach Their Performance Potential
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.679438openalex-snapshot
Two Forms of Social Inequality in Students' Socio-Emotional Skills: Do the Levels of Big Five Personality Traits and Their Associations With Academic Achievement Depend on Parental Socioeconomic Status?
inferred← citeshttps://doi.org/10.3390/jintelligence12120123openalex-snapshot
Does Students’ Level of Intelligence Moderate the Relationship Between Socio-Economic Status and Academic Achievement?
inferred← citeshttps://doi.org/10.3390/jintelligence14040063openalex-snapshot
Socioeconomic Differences in Cognitive Ability Across Childhood and Adolescence: An Investigation of Genetic, Individual, and Environmental Factors
inferred← citeshttps://doi.org/10.4324/9780203148211.ch19openalex-snapshot
Transforming Students’ Lives with Social and Emotional Learning
inferred← citeshttps://doi.org/10.5430/wje.v4n4p43openalex-snapshot
School Career of One-sided Talented Students in Secondary Education in the Netherlands
inferred← citeshttps://doi.org/10.70675/663962f2z5737z4659zaa0cz16c60ed63d9bopenalex-snapshot
Développement de la lecture chez des enfants présentant une déficience intellectuelle bénéficiant d'une ULIS École : étude longitudinale
inferred← citeshttps://doi.org/10.9734/bjesbs/2014/7255openalex-snapshot
The Effect of Ability-based Tracking in Secondary School on Subsequent School Achievement: A Longitudinal Study
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