Do Different Tracks in Education Lead to Differences in Intelligence?
|DepEd's K to 12
|Above copied from Onisep
Arvil Adams writing for the Education for All Global Monitoring Report makes the relationship between education and employment quite clear with a section heading in the paper entitled The Role of Skills Development in OvercomingSocial Disadvantage. It even comes with a graph to prove the point.
Vocational education and training offers no guarantee as a solution to youth unemployment.
Germany, as shown in the above graph, enrolls a large fraction of its youth in vocational education, yet its youth to adult unemployment ratio is not significantly different from that of Canada. Whether vocational education can mitigate youth employment, however, is not the only issue. Vocational education is often perceived by the public as lower in quality compared to an academic one. Whether this perception is based on evidence warrants attention.
A group of German researchers have closely examined the difference in learning outcomes between academic and vocational tracks. The study published in the Journal of Educational Psychology carefully employs a Propensity Score Matching (PSM) method to disentangle outcomes from the selection process. It is only natural to suspect that outcomes in a vocational track are already shaped by the selection process. Students are often assigned to tracks based on abilities, not just interests. With PSM, only those students that have the same propensity to either take an academic or vocational track are included in the study.
Academic-track schools do make students smarter not just because the students are already smart at the beginning. With PSM, the students being compared are not apples and oranges. Schooling does impact intelligence. The difference is not small and is evident and consistent with every type of matching algorithm.
|Above copied from
The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter?
Becker, Michael; Lüdtke, Oliver; Trautwein, Ulrich; Köller, Olaf; Baumert, Jürgen
Journal of Educational Psychology, Vol 104(3), Aug 2012, 682-699. http://dx.doi.org/10.1037/a0027608