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Related Concept Videos

Longitudinal Research02:20

Longitudinal Research

Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
Longitudinal Studies01:26

Longitudinal Studies

Longitudinal studies are also widely used in other medical and social science fields. For instance, in cardiovascular research, they can monitor patients' health over decades to identify risk factors for heart disease, such as high cholesterol or smoking, and evaluate the long-term effectiveness of preventive measures. Similarly, in mental health studies, researchers might follow individuals from adolescence into adulthood to understand the development and progression of conditions like...
Regression Toward the Mean01:52

Regression Toward the Mean

Regression toward the mean (“RTM”) is a phenomenon in which extremely high or low values—for example, and individual’s blood pressure at a particular moment—appear closer to a group’s average upon remeasuring. Although this statistical peculiarity is the result of random error and chance, it has been problematic across various medical, scientific, financial and psychological applications. In particular, RTM, if not taken into account, can interfere when researchers try to extrapolate results...
Group Design02:01

Group Design

The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between the two are due to...

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Related Experiment Video

Updated: May 18, 2026

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
06:52

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Published on: September 17, 2019

Reading development in a tracked school system: a longitudinal study over 3 years using propensity score matching.

Jan Retelsdorf1, Michael Becker, Olaf Köller

  • 1Leibniz Institute for Science and Mathematics Education, Kiel, Germany. jretelsdorf@ipn.uni-kiel.de

The British Journal of Educational Psychology
|October 3, 2012
PubMed
Summary

School tracking shows similar reading comprehension growth but faster decoding speed for academic track students. This research questions the positive effects of academic tracking on student development.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology

Background:

  • School tracking, based on achievement, aims to optimize learning but faces scrutiny.
  • Existing literature questions the purported benefits of academic tracking.

Purpose of the Study:

  • Compare reading comprehension and decoding speed trajectories in academic vs. non-academic tracks.
  • Investigate developmental differences between students in university-preparatory and vocational tracks.

Main Methods:

  • Longitudinal study of 1,508 German 5th graders (aged ~11 to ~14).
  • Used standardized tests for reading comprehension and decoding speed.
  • Applied propensity score matching and multi-group latent growth curve models.

Main Results:

  • No significant differences in reading comprehension growth between tracks.
  • Academic track students showed significantly higher growth rates in decoding speed.
  • Results were consistent across matched and unmatched samples.

Conclusions:

  • Tracking may have unintended negative consequences.
  • Findings add to the debate on the efficacy and potential drawbacks of school tracking systems.