ABSTRACT We present a theory explaining the impact of ability tracking on academic performance based on grading policies. Our model distinguishes between initial ability, which is mainly determined by parental background, and eagerness to learn. We show that achievements of low ability students may be higher in a comprehensive school system, even if there are neither synergy effects nor interdependent preferences among classmates. This arises because the comprehensive school sets a compromise standard which exceeds the standard from the low ability track. Moreover, if students with lower initial ability have a higher eagerness to learn, merging classes will increase the average performance.

中文翻译：

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学术成就和跟踪–基于评分标准的理论

摘要我们提出一种理论，解释基于评分政策的能力跟踪对学业成绩的影响。我们的模型区分了主要由父​​母背景决定的初始能力和渴望学习的能力。我们显示，即使在同学之间既没有协同效应也没有相互依存的偏爱，在综合的学校系统中低能力学生的成绩可能更高。之所以出现这种情况，是因为综合学校设置了一个折衷标准，该标准超出了低能力水平的标准。而且，如果初始能力较低的学生有较高的学习热情，合并班级将提高平均成绩。