The Effect of Central Exit Examinations on Student Achievement: Quasi-experimental Evidence from TIMSS Germany
AbstractThis 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. The estimates show that students in federal states with central exit examinations clearly outperform students in other federal states, but that only part of the difference can be attributed to central exit examinations. Our results suggest that central examinations increase student achievement by about one third school year equivalent.
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Bibliographic InfoPaper provided by CESifo Group Munich in its series CESifo Working Paper Series with number 939.
Date of creation: 2003
Date of revision:
education; central examinations; difference-in-differences; quasi-experiment;
Other versions of this item:
- Hendrik JÃ¼rges & Kerstin Schneider & Felix BÃ¼chel, 2005. "The Effect Of Central Exit Examinations On Student Achievement: Quasi-Experimental Evidence From TIMSS Germany," Journal of the European Economic Association, MIT Press, MIT Press, vol. 3(5), pages 1134-1155, 09.
- D02 - Microeconomics - - General - - - Institutions: Design, Formation, and Operations
- H42 - Public Economics - - Publicly Provided Goods - - - Publicly Provided Private Goods
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
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- Caroline M. Hoxby, 2000. "The Effects Of Class Size On Student Achievement: New Evidence From Population Variation," The Quarterly Journal of Economics, MIT Press, MIT Press, vol. 115(4), pages 1239-1285, November.
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- Costrell, Robert M, 1994. "A Simple Model of Educational Standards," American Economic Review, American Economic Association, American Economic Association, vol. 84(4), pages 956-71, September.
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