Are We Spending Too Many Years in School? Causal Evidence of the Impact of Shortening Secondary School Duration

Research output: Contribution to journalArticleResearchpeer review

Authors

  • Bettina Büttner
  • Stephan L. Thomsen

Research Organisations

External Research Organisations

  • Otto-von-Guericke University Magdeburg
  • Lower Saxony Institute of Economic Research (NIW)
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Details

Original languageEnglish
Pages (from-to)65-86
Number of pages22
JournalGerman economic review
Volume16
Issue number1
Publication statusPublished - 1 Feb 2015

Abstract

During the last decade, most of the German states have abolished the final year of higher secondary schooling while keeping academic content almost unaltered. We evaluate the effects of the reform in Saxony-Anhalt for the double cohort of graduates in 2007. In 2003, the 13th year of schooling was eliminated for students in grade 9, while tenth grade students were unaffected. This provides a natural experiment for analyzing the impact on schooling achievements and educational choice. We find negative effects on grades in mathematics, but no effects in German literature. Moreover, a significant share of females were found to delay university enrollment.

Keywords

    Educational choice, Learning intensity, Natural experiment, Schooling quality, Student performance

ASJC Scopus subject areas

Cite this

Are We Spending Too Many Years in School? Causal Evidence of the Impact of Shortening Secondary School Duration. / Büttner, Bettina; Thomsen, Stephan L.
In: German economic review, Vol. 16, No. 1, 01.02.2015, p. 65-86.

Research output: Contribution to journalArticleResearchpeer review

Büttner B, Thomsen SL. Are We Spending Too Many Years in School? Causal Evidence of the Impact of Shortening Secondary School Duration. German economic review. 2015 Feb 1;16(1):65-86. doi: 10.24352/UB.OVGU-2018-426, 10.1111/geer.12038
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