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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

The Effect of School Tracking on Student Achievement and Inequality: A Meta-Analysis
Éder Terrin, Moris Triventi
Review of Educational Research (2022) Vol. 93, Iss. 2, pp. 236-274
Open Access | Times Cited: 46

Showing 1-25 of 46 citing articles:

On the promise of personalized learning for educational equity
Hanna Dumont, Douglas D. Ready
npj Science of Learning (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 32
The Power of Peer Review
Asma Khaleel Abdallah, Mona Humaid Aljanahi, Hissah Abdulrahman Almejalli
Advances in educational technologies and instructional design book series (2024), pp. 232-247
Closed Access | Times Cited: 9
Are tracking recommendations biased? A review of teachers’ role in the creation of inequalities in tracking decisions
Anatolia Batruch, Sara Geven, Emma Kessenich, et al.
Teaching and Teacher Education (2022) Vol. 123, pp. 103985-103985
Open Access | Times Cited: 29
Educational tracking and social inequalities in long-term labor market outcomes: Six countries in comparison
Steffen Schindler, Eyal Bar-Haim, Carlo Barone, et al.
International Journal of Comparative Sociology (2023) Vol. 65, Iss. 1, pp. 39-62
Open Access | Times Cited: 13
School factors and academic achievement of primary students in Dujiangyan, China: psychological capital as a mediator
Yuwei Ma, Boon Keat Ooi
Frontiers in Education (2025) Vol. 9
Open Access
The Impact of Tracking in a Stratified Educational System on Idealistic Educational Aspirations in Migrant and Native Families
Andrés Gomensoro, Marieke Heers, Chantal Kamm, et al.
Research in Social Stratification and Mobility (2025), pp. 101022-101022
Open Access
Rigidity of class ability grouping practices in Australia
Olivia Johnston, Christina M. Norris, Zhang Wei
Research Papers in Education (2025), pp. 1-25
Open Access
Why do schools continue to use between-class ability grouping?
Olivia Johnston, Nerida Spina, Suzanne Macqueen, et al.
Prospects (2025)
Closed Access
The impact of prior education on student success in higher education: how do different school types influence success in different fields of study?
Bianca Thaler
European Journal of Higher Education (2025), pp. 1-19
Open Access
Ability grouping in German secondary schools: The effect of non‐academic track schools on the development of Math competencies
Sonja Herrmann, Katharina Marie Bach
British Journal of Educational Psychology (2025)
Open Access
Inequality at the Transition to Higher Education in Germany: Social Differences by Prior Educational Pathways
Heiko Quast, Heike Spangenberg, Hanna Mentges, et al.
Social Inclusion (2025) Vol. 13
Open Access
How Streaming (Tracking) in Eighth Grade Mathematics Reinforces Racialized Social Class Inequalities in Aotearoa New Zealand
David Pomeroy, Liam Gibson, Richard Manning
Peabody Journal of Education (2024) Vol. 99, Iss. 1, pp. 4-22
Open Access | Times Cited: 2
Achievement or Social Background? The Impact of Tracking on the Composition of Schools in an International Comparison
Maximilian Brinkmann, Nora Huth-Stöckle, Reinhard Schunck, et al.
Zeitschrift für Soziologie (2024) Vol. 53, Iss. 2, pp. 164-185
Open Access | Times Cited: 2
Does between-school tracking increase school segregation among migrant students? A difference-in-differences and multiverse analysis of international large-scale assessment data
Maximilian Brinkmann, Janna Teltemann, Nora Huth-Stöckle, et al.
Compare A Journal of Comparative and International Education (2024), pp. 1-17
Closed Access | Times Cited: 1
Решение семей о смене школы: контексты выбора
Сергей Заир-Бек, Татьяна Мерцалова, Наталья Сенина
Monitoring obŝestvennogo mneniâ: èkonomičeskie i socialʹnye peremeny (2024), Iss. 3
Open Access | Times Cited: 1
Origins, belonging, and expectations: assessing resource compensation and reinforcement in academic educational trajectories
Klaus Burger, Nathan Brack
Social Forces (2024) Vol. 103, Iss. 3, pp. 905-927
Open Access | Times Cited: 1
Tracking Procedures and Criteria and the SES Bias in Teacher Track Recommendations
Sara Geven
American Educational Research Journal (2024)
Open Access | Times Cited: 1
What Should Psychometricians Know about the History of Testing and Testing Policy?
Lorrie A. Shepard
Educational Measurement Issues and Practice (2024)
Open Access | Times Cited: 1
The double-edged sword of de-tracking reforms in Germany: Using a Difference-in-Differences approach to estimate effects on students' educational aspirations and their association with students' socioeconomic backgrounds
Marlen Holtmann, Camilla Rjosk, Malte Jansen, et al.
Studies In Educational Evaluation (2024) Vol. 81, pp. 101350-101350
Closed Access | Times Cited: 1
Multidimensionality Matters: The Implications of Educational Hierarchy and Differentiation for Intergenerational Mobility in Europe
Jane Gingrich, Anja Giudici, Daniel McArthur
Comparative Education Review (2024) Vol. 68, Iss. 2, pp. 238-261
Closed Access | Times Cited: 1
The relative age effect shifts students’ choice of educational track even within a school system promoting equal opportunities
Geir Oterhals, Kari Bachmann, Annette Hessen Bjerke, et al.
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 2
The relevance of tracking and social school composition for growing achievement gaps by parental education in lower secondary school: a longitudinal analysis in France, Germany, the United States, and England
Jascha Dräger, Thorsten Schneider, Melanie Olczyk, et al.
European Sociological Review (2023) Vol. 40, Iss. 6, pp. 964-980
Open Access | Times Cited: 2
Feasible Peer Effects: Experimental Evidence for Deskmate Effects on Educational Achievement and Inequality
Tamás Keller, Felix Elwert
Sociological Science (2023) Vol. 10, pp. 806-829
Open Access | Times Cited: 2
Educational inequality due to lack of validity: A methodological critique of the Dutch school system
Simon Scheider, S. James Rosenfeld, S. Bink, et al.
International Journal of Educational Research (2022) Vol. 117, pp. 102097-102097
Open Access | Times Cited: 3
Working in the shadows: differentiation processes through and beyond the curriculum. Introduction to the special issue
Wieland Wermke, Eva Forsberg, Barbara Schulte
Journal of Curriculum Studies (2024) Vol. 56, Iss. 2, pp. 125-130
Open Access
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