The relationship between mixed classes, inequality and average educational performance in Dutch secondary education.
Summary
In this thesis the relationship between mixed classes, inequality and average educational performance in Dutch secondary education is examined. Using cross-sectional, cohort fixed effects and TWFE models a careful empirical examination of these relationships is constructed. The findings suggest that the net effect of mixed classes on average educational performance is positive. This suggests that more comprehensive schooling by the use of mixed classes is in the interest of Dutch policymakers focused on the net effect of tracking, given that similar effects are also found in the literature. The expected relationship between inequality and mixed classes is not found in these models. This is due to the reason that the heterogeneous effects of ability tracking as suggested in existing literature were not found in this study. This does not mean that such relationship does not exist. Although the use of a TWFE model significantly restricts the risk of endogeneity, there is still endogeneity possible. This is also indicated by the robustness tests done. The study adds therefore to the evaluation of mixed classes and average educational performance but leaves room for further research on possible heterogenous effects of mixed classes related to inequality in Dutch secondary education.