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The Effect Of Central Exit Examinations On Student Achievement: Quasi-Experimental Evidence From TIMSS Germany

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Author Info
Hendrik Jürges (University of Mannheim)
Kerstin Schneider (University of Wuppertal)
Felix Büchel (Max Planck Institute for Human Development, Berlin)

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Abstract

This paper makes use of the regional variation in schooling legislation within the German secondary education system to estimate the causal effect of central exit examinations on student performance. We propose a difference-in-differences framework that exploits the quasi-experimental nature of the German TIMSS middle school sample and discuss its identifying assumptions. The estimates show that students in federal states with central exit examinations clearly outperform students in federal states without such examinations. However, only part of this difference can be attributed to the existence of the central exit examinations themselves. Our results suggest that central examinations increase student achievement by the equivalent of about one-third of a school year. (JEL: D02, H42, I28) Copyright (c) 2005 by the European Economic Association.

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Article provided by MIT Press in its journal Journal of the European Economic Association.

Volume (Year): 3 (2005)
Issue (Month): 5 (09)
Pages: 1134-1155
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Handle: RePEc:tpr:jeurec:v:3:y:2005:i:5:p:1134-1155

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References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
  1. Eric A. Hanushek, . "The Evidence on Class Size," Wallis Working Papers WP10, University of Rochester - Wallis Institute of Political Economy. [Downloadable!]
  2. Costrell, Robert M, 1994. "A Simple Model of Educational Standards," American Economic Review, American Economic Association, vol. 84(4), pages 956-71, September. [Downloadable!] (restricted)
  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. [Downloadable!] (restricted)
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  4. 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. [Downloadable!] (restricted)
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Cited by:
(explanations, Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.)

  1. Lars Calmfors & Giancarlo Corsetti & Seppo Honkapohja & John Kay & Gilles Saint-Paul & Hans-Werner Sinn & Jan-Egbert Sturm & Xavier Vives, 2006. "Chapter 4: Prospects for Education Policy in Europe," EEAG Report on the European Economy, CESifo Group Munich, vol. 0, pages 89-100, 03. [Downloadable!]
  2. Ludger Wößmann, 2007. "Fundamental Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries," IZA Discussion Papers 2880, Institute for the Study of Labor (IZA). [Downloadable!]
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  3. Rainald Borck, 2008. "Central versus local education finance: a political economy approach," International Tax and Public Finance, Springer, vol. 15(3), pages 338-352, June. [Downloadable!] (restricted)
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  4. Hendrik Jürges & Wolfram Richter & Kerstin Schneider, 2004. "Teacher Quality and Incentives: Theoretical and Empirical Effects of Standards on Teacher Quality," CESifo Working Paper Series CESifo Working Paper No. , CESifo Group Munich. [Downloadable!]
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  5. Himmler, Oliver & Schwager, Robert, 2007. "Double Standards in Educational Standards ? Are Disadvantaged Students Being Graded More Leniently?," ZEW Discussion Papers 07-016, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research. [Downloadable!]
  6. Ludger Wößmann, 2008. "Efficiency and equity of European education and training policies," International Tax and Public Finance, Springer, vol. 15(2), pages 199-230, April. [Downloadable!] (restricted)
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  7. Ludger Woessmann, 2004. "The Effect Heterogeneity of Central Exams: Evidence from TIMSS, TIMSS-Repeat and PISA," CESifo Working Paper Series CESifo Working Paper No. , CESifo Group Munich. [Downloadable!]
  8. Florian Birkenfeld & Shima'a Hanafy, 2008. "Was macht eine zentrale Abschlussprüfung aus?," Economics of Education Working Paper Series 0033, University of Zurich, Institute for Strategy and Business Economics (ISU). [Downloadable!]
  9. Hendrik Jürges & Kerstin Schneider & Martin Senkbeil & Claus H. Carstensen, 2009. "Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy," CESifo Working Paper Series CESifo Working Paper No. , CESifo Group Munich. [Downloadable!]
  10. Thomas Fuchs & Ludger Wößmann, 2007. "What accounts for international differences in student performance? A re-examination using PISA data," Empirical Economics, Springer, vol. 32(2), pages 433-464, May. [Downloadable!] (restricted)
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