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Die Auswirkungen zentraler Abschlussprüfungen auf die Schulleistung: quasi-experimentelle Befunde aus der deutschen TIMSS-Stichprobe

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Author Info

  • Felix Büchel
  • Hendrik Jürges
  • Kerstin Schneider

Abstract

Die Third International Mathematics and Science Study (TIMSS) zeigt, dass die Schulleistungen in Bundesländern mit zentralen Abschlussprüfungen deutlich besser sind als in den anderen Bundesländern. Schulabschlüsse der Sekundarstufe werden in Deutschland in Abhängigkeit vom Bundesland mit oder ohne zentrale Abschlussprüfungen vergeben. Diese im internationalen Vergleich seltene institutionelle Variation kann für die Schätzung des kausalen Effekts zentraler Abschlussprüfungen auf die Schulleistung genutzt werden. Wir stellen einen Differenzen-in-Differenzen-Schätzer vor, bei dem wir uns den quasi-experimentellen Charakter der deutschen TIMSS-Stichprobe für die Sekundarstufe I zunutze machen. Es stellt sich heraus, dass die Leistungsunterschiede zwischen den Ländern nur zum Teil auf die zentralen Abschlussprüfungen selbst zurückzuführen sind. Die Ergebnisse unserer Studie quantifizieren den positiven Effekt zentraler Prüfungen auf die Schulleistung auf mindestens ein Drittel des Äquivalents eines Schuljahres.

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File URL: http://ejournals.duncker-humblot.de/doi/pdf/10.3790/vjh.72.2.238
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Bibliographic Info

Article provided by DIW Berlin, German Institute for Economic Research in its journal Vierteljahrshefte zur Wirtschaftsforschung.

Volume (Year): 72 (2003)
Issue (Month): 2 ()
Pages: 238-251

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Handle: RePEc:diw:diwvjh:72-20-6

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References

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  1. Bishop, John H, 1997. "The Effect of National Standards and Curriculum-Based Exams on Achievement," American Economic Review, American Economic Association, vol. 87(2), pages 260-64, May.
  2. Hendrik Jürges & Kerstin Schneider, 2004. "International Differences in Student Achievement: An Economic Perspective," German Economic Review, Verein für Socialpolitik, vol. 5(3), pages 357-380, 08.
  3. Caroline M. Hoxby, 2000. "Does Competition among Public Schools Benefit Students and Taxpayers?," American Economic Review, American Economic Association, vol. 90(5), pages 1209-1238, December.
  4. Costrell, Robert M, 1994. "A Simple Model of Educational Standards," American Economic Review, American Economic Association, vol. 84(4), pages 956-71, September.
  5. Ludger Wößmann & Martin R. West, 2002. "Class-Size Effects in School Systems Around the World: Evidence from Between-Grade Variation in TIMSS," Kiel Working Papers 1099, Kiel Institute for the World Economy.
  6. Caroline M. Hoxby, 2000. "The Effects Of Class Size On Student Achievement: New Evidence From Population Variation," The Quarterly Journal of Economics, MIT Press, vol. 115(4), pages 1239-1285, November.
  7. Eric A. Hanushek, . "The Evidence on Class Size," Wallis Working Papers WP10, University of Rochester - Wallis Institute of Political Economy.
  8. Bishop, J., 1997. "The Effect of national Standards and Curriculum-Based Exams on Achievement," Papers 97-01, Cornell - Center for Advanced Human Resource Studies.
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Cited by:
  1. Alexander Kemnitz & Robert K. von Weizsäcker, 2003. "Bildungsreform in der Demokratie," Vierteljahrshefte zur Wirtschaftsforschung / Quarterly Journal of Economic Research, DIW Berlin, German Institute for Economic Research, vol. 72(2), pages 188-204.
  2. Ludger Wößmann, 2003. "Zentrale Prüfungen als "Währung" des Bildungssystems: zur Komplementarität von Schulautonomie und Zentralprüfungen," Vierteljahrshefte zur Wirtschaftsforschung / Quarterly Journal of Economic Research, DIW Berlin, German Institute for Economic Research, vol. 72(2), pages 220-237.

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