@techreport{ai26-1539,
  title = {{Tracking to Retain Higher-Income Students: Evidence from the Addition of Advanced Courses}},
  author = {Farah Mallah},
  institution = {Annenberg Institute at Brown University},
  type = {EdWorkingPaper},
  number = {26-1539},
  year = {2026},
  month = {July},
  doi = {10.26300/kf8t-3n79},
  url = {https://edworkingpapers.com/ai26-1539},
  abstract = {Public schools may introduce academic tracks to attract or retain higher-income students. The role of intra-school policies in shaping higher-income families’ demand for public schools has been underexplored. Using variation in the timing of advanced course introductions in Texas high schools, I find that adding an advanced course increases lower-income students’ share of higher-income classmates. The increase is driven by a rise in the overall share of higher-income students in the school, which offsets increased within-school sorting by income. These results provide new insight into how academic tracking intersects with school choice, revealing potential unintended benefits for socioeconomic integration.},
}