Abstract

This paper examines the role of adaptation in expectation formation processes by analyzing how educational tracking in high schools affects adolescents’ educational expectations. I argue that adolescents view track placement as a signal about their academic abilities and respond to it in terms of modifying their educational expectations. Applying a difference-in-differences approach to the National Educational Longitudinal Study of 1988, I find that being placed in an advanced or honors class in high school positively affects adolescents’ expectations, particularly if placement is consistent across subjects and if placement contradicts tracking experiences in middle school. My findings support the hypothesis that adolescents adapt their educational expectations to ability signals sent by schools.

pdf

Additional Information

ISSN
1534-7605
Print ISSN
0037-7732
Pages
pp. 115-141
Launched on MUSE
2015-08-18
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.