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

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Author Info

  • Bettina Büttner

    ()
    (Faculty of Economics and Management, Otto-von-Guericke University Magdeburg)

  • Stephan Thomsen

    ()
    (Faculty of Economics and Management, Otto-von-Guericke University Magdeburg)

Abstract

This paper analyzes the impact of shortening the duration of secondary schooling on the accumulation of human capital. In 2003, an educational policy reform was enacted in Saxony-Anhalt, a German state, providing a natural experimental setting. The thirteenth year of schooling was eliminated for those students currently attending the ninth grade. Tenth grade students were unaffected. The academic curriculum remained almost unaltered. Primary data collected from the double cohort of 2007 Abitur graduates reveals signficantly negative effects for both genders in mathematics. Only females were negatively effected in English and the results obtained in German literature were statistically insignificant.

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File URL: http://www.ww.uni-magdeburg.de/fwwdeka/femm/a2010_Dateien/2010_08.pdf
File Function: First version, 2010
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Bibliographic Info

Paper provided by Otto-von-Guericke University Magdeburg, Faculty of Economics and Management in its series FEMM Working Papers with number 100008.

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Length: 36 pages
Date of creation: Feb 2010
Date of revision:
Handle: RePEc:mag:wpaper:100008

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Keywords: student performance; school duration; learning intensity; natural experiment;

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References

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Cited by:
  1. Meyer, Tobias & Thomsen, Stephan L., 2012. "How Important is Secondary School Duration for Post-school Education Decisions? Evidence from a Natural Experiment," Hannover Economic Papers (HEP) dp-509, Leibniz Universität Hannover, Wirtschaftswissenschaftliche Fakultät.

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