IDEAS home Printed from https://ideas.repec.org/a/spr/jopoec/v23y2010i2p497-517.html
   My bibliography  Save this article

Central exit examinations increase performance... but take the fun out of mathematics

Author

Listed:
  • Hendrik Jürges
  • Kerstin Schneider

Abstract

In response to PISA, all German federal states but one have adopted central exit examinations (CEEs) at the end of all secondary school tracks. Theoretically, the advantages of CEEs are fairly undisputed. CEEs make teaching and learning output observable and comparable across schools, and provide incentives for teachers and students to increase their effort. In line with earlier research, we confirm that CEEs have a positive causal effect on student performance. We also investigate what actually drives this effect. We find that the teachers' main reaction to CEEs is to increase the amount of homework, and to check and discuss homework more often. Students report increased learning pressure, which has sizeable negative effects on student attitudes towards learning. Students who take central exit exams in mathematics like mathematics less, think it is less easy and they are more likely to find it boring.
(This abstract was borrowed from another version of this item.)

Suggested Citation

  • Hendrik Jürges & Kerstin Schneider, 2010. "Central exit examinations increase performance... but take the fun out of mathematics," Journal of Population Economics, Springer;European Society for Population Economics, vol. 23(2), pages 497-517, March.
  • Handle: RePEc:spr:jopoec:v:23:y:2010:i:2:p:497-517
    DOI: 10.1007/s00148-008-0234-3
    as

    Download full text from publisher

    File URL: http://hdl.handle.net/10.1007/s00148-008-0234-3
    Download Restriction: Access to full text is restricted to subscribers.

    File URL: https://libkey.io/10.1007/s00148-008-0234-3?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to look for a different version below or search for a different version of it.

    Other versions of this item:

    References listed on IDEAS

    as
    1. Hendrik Jürges & Kerstin Schneider & Felix Büchel, 2005. "The Effect Of Central Exit Examinations On Student Achievement: Quasi-Experimental Evidence From TIMSS Germany," Journal of the European Economic Association, MIT Press, vol. 3(5), pages 1134-1155, September.
    2. Hendrik Jürges & Wolfram F. Richter & Kerstin Schneider, 2005. "Teacher Quality and Incentives: Theoretical and Empirical Effects of Standards on Teacher Quality," FinanzArchiv: Public Finance Analysis, Mohr Siebeck, Tübingen, vol. 61(3), pages 298-326, November.
    3. 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 260-264, May.
    4. Matthias Effinger & Mattias Polborn, 1999. "A model of vertically differentiated education," Journal of Economics, Springer, vol. 69(1), pages 53-69, February.
    5. Hendrik Jürges & Kerstin Schneider, 2007. "What can go wrong will go wrong: Birthday effects and early tracking in the German school system," MEA discussion paper series 07138, Munich Center for the Economics of Aging (MEA) at the Max Planck Institute for Social Law and Social Policy.
    6. Jürges Hendrik & Schneider Kerstin, 2004. "International Differences in Student Achievement: An Economic Perspective," German Economic Review, De Gruyter, vol. 5(3), pages 357-380, August.
    7. Caroline M. Hoxby, 2000. "The Effects of Class Size on Student Achievement: New Evidence from Population Variation," The Quarterly Journal of Economics, Oxford University Press, vol. 115(4), pages 1239-1285.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Heller-Sahlgren, Gabriel, 2018. "Smart but unhappy: Independent-school competition and the wellbeing-efficiency trade-off in education," Economics of Education Review, Elsevier, vol. 62(C), pages 66-81.
    2. Puhani, Patrick A. & Yang, Philip, 2020. "Does increased teacher accountability decrease leniency in grading?," Journal of Economic Behavior & Organization, Elsevier, vol. 171(C), pages 333-341.
    3. Kamhöfer, Daniel, 2014. "The Effect of Early Childhood Language Training Programs on the Contemporary Formation of Grammar Skills," VfS Annual Conference 2014 (Hamburg): Evidence-based Economic Policy 100374, Verein für Socialpolitik / German Economic Association.
    4. Ludger Woessmann, 2018. "Central exit exams improve student outcomes," IZA World of Labor, Institute of Labor Economics (IZA), pages 419-419, January.
    5. Elke Lüdemann, 2011. "Schooling and the Formation of Cognitive and Non-cognitive Outcomes," ifo Beiträge zur Wirtschaftsforschung, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, number 39.
    6. Piopiunik, Marc & Schwerdt, Guido & Woessmann, Ludger, 2013. "Central school exit exams and labor-market outcomes," European Journal of Political Economy, Elsevier, vol. 31(C), pages 93-108.
    7. 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.
    8. Stefanie Dufaux, 2012. "Assessment for Qualification and Certification in Upper Secondary Education: A Review of Country Practices and Research Evidence," OECD Education Working Papers 83, OECD Publishing.
    9. Schwerdt, Guido & Woessmann, Ludger, 2017. "The information value of central school exams," Economics of Education Review, Elsevier, vol. 56(C), pages 65-79.
    10. Andrea Riedel & Kerstin Schneider & Claudia Schuchart & Horst Weishaupt, 2009. "School Choice in German Primary Schools: How binding are school districts?," Schumpeter Discussion Papers sdp09011, Universitätsbibliothek Wuppertal, University Library.
    11. Carlos Arias & Javier Valbuena & Jose Manuel Garcia, 2021. "The Impact of Secondary Education Choices on Mathematical Performance in University: The Role of Non-Cognitive Skills," Mathematics, MDPI, vol. 9(21), pages 1-16, October.
    12. Susanne Link, 2012. "Single-Sex Schooling and Student Performance: Quasi-Experimental Evidence from South Korea," ifo Working Paper Series 146, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
    13. Jürges, Hendrik & Schneider, Kerstin & Senkbeil, Martin & Carstensen, Claus H., 2012. "Assessment drives learning: The effect of central exit exams on curricular knowledge and mathematical literacy," Economics of Education Review, Elsevier, vol. 31(1), pages 56-65.
    14. Julien Grenet, 2013. "Is Extending Compulsory Schooling Alone Enough to Raise Earnings? Evidence from French and British Compulsory Schooling Laws," Scandinavian Journal of Economics, Wiley Blackwell, vol. 115(1), pages 176-210, January.
    15. Jan Marcus & Vaishali Zambre, 2019. "The Effect of Increasing Education Efficiency on University Enrollment: Evidence from Administrative Data and an Unusual Schooling Reform in Germany," Journal of Human Resources, University of Wisconsin Press, vol. 54(2), pages 468-502.
    16. Henrekson, Magnus & Wennström, Johan, 2022. "The View of Knowledge: An Institutional Theory of Differences in Educational Quality," Working Paper Series 1432, Research Institute of Industrial Economics, revised 31 Aug 2022.
    17. Miroslava Federičová & Daniel Münich, 2017. "The impact of high-stakes school admission exams on study achievements: quasi-experimental evidence from Slovakia," Journal of Population Economics, Springer;European Society for Population Economics, vol. 30(4), pages 1069-1092, October.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Hendrik Jürges & Wolfram F. Richter & Kerstin Schneider, 2005. "Teacher Quality and Incentives: Theoretical and Empirical Effects of Standards on Teacher Quality," FinanzArchiv: Public Finance Analysis, Mohr Siebeck, Tübingen, vol. 61(3), pages 298-326, November.
    2. Jürges, Hendrik & Schneider, Kerstin & Senkbeil, Martin & Carstensen, Claus H., 2012. "Assessment drives learning: The effect of central exit exams on curricular knowledge and mathematical literacy," Economics of Education Review, Elsevier, vol. 31(1), pages 56-65.
    3. Oliver Himmler & Robert Schwager, 2013. "Double Standards in Educational Standards – Do Schools with a Disadvantaged Student Body Grade More Leniently?," German Economic Review, Verein für Socialpolitik, vol. 14(2), pages 166-189, May.
    4. Felix Büchel & Hendrik Jürges & Kerstin Schneider, 2003. "Die Auswirkungen zentraler Abschlussprüfungen auf die Schulleistung: quasi-experimentelle Befunde aus der deutschen TIMSS-Stichprobe," Vierteljahrshefte zur Wirtschaftsforschung / Quarterly Journal of Economic Research, DIW Berlin, German Institute for Economic Research, vol. 72(2), pages 238-251.
    5. Ludger Woessmann, 2016. "The Importance of School Systems: Evidence from International Differences in Student Achievement," Journal of Economic Perspectives, American Economic Association, vol. 30(3), pages 3-32, Summer.
    6. Wößmann, Ludger, 2008. "Zentrale Abschlussprüfungen und Schülerleistungen. Individualanalysen anhand von vier internationalen Tests," Munich Reprints in Economics 19668, University of Munich, Department of Economics.
    7. Uschi Backes-Gellner & Stephan Veen, 2006. "Incentives for Schools, Educational Signals and Labour Market Outcomes," Working Papers 0061, University of Zurich, Institute for Strategy and Business Economics (ISU), revised Jun 2006.
    8. Gundlach, Erich & Wößmann, Ludger, . "Bildungsressourcen, Bildungsinstitutionen und Bildungsqualität: Makroökonomische Relevanz und mikroökonomische Evidenz," Chapters in Economics,, University of Munich, Department of Economics.
    9. Ludger Wößmann, 2005. "Leistungsfördernde Anreize für das Schulsystem," ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 58(19), pages 18-27, October.
    10. Martin Schlotter & Guido Schwerdt & Ludger Woessmann, 2011. "Econometric methods for causal evaluation of education policies and practices: a non-technical guide," Education Economics, Taylor & Francis Journals, vol. 19(2), pages 109-137.
    11. Piopiunik, Marc & Schwerdt, Guido & Woessmann, Ludger, 2013. "Central school exit exams and labor-market outcomes," European Journal of Political Economy, Elsevier, vol. 31(C), pages 93-108.
    12. John Bishop & Ludger Wossmann, 2004. "Institutional Effects in a Simple Model of Educational Production," Education Economics, Taylor & Francis Journals, vol. 12(1), pages 17-38.
    13. Miroslava Federicova, 2014. "The Impact of High-Stakes School-Admission Exams on Study Effort and Achievements: Quasi-experimental Evidence from Slovakia," Investigaciones de Economía de la Educación volume 9, in: Adela García Aracil & Isabel Neira Gómez (ed.), Investigaciones de Economía de la Educación 9, edition 1, volume 9, chapter 27, pages 515-532, Asociación de Economía de la Educación.
    14. Birkenfeld, Florian & Hanafy, Shima'a, 2008. "Wie zentral sind die Abschlussprüfungen an deutschen Schulen wirklich?," Passauer Diskussionspapiere, Volkswirtschaftliche Reihe V-55-08, University of Passau, Faculty of Business and Economics.
    15. Oliver Himmler & Robert Schwager, 2013. "Double Standards in Educational Standards – Do Schools with a Disadvantaged Student Body Grade More Leniently?," German Economic Review, Verein für Socialpolitik, vol. 14(2), pages 166-189, May.
    16. Machin Stephen & Puhani Patrick A., 2005. "Special Issue on the Economics of Education – Policies and Empirical Evidence: Editorial," German Economic Review, De Gruyter, vol. 6(3), pages 259-267, August.
    17. Ludger Wößmann, 2006. "Bildungspolitische Lehren aus den internationalen Schülertests: Wettbewerb, Autonomie und externe Leistungsüberprüfung," Perspektiven der Wirtschaftspolitik, Verein für Socialpolitik, vol. 7(3), pages 417-444, August.
    18. Jürges Hendrik & Schneider Kerstin, 2004. "International Differences in Student Achievement: An Economic Perspective," German Economic Review, De Gruyter, vol. 5(3), pages 357-380, August.
    19. Puhani, Patrick A. & Yang, Philip, 2020. "Does increased teacher accountability decrease leniency in grading?," Journal of Economic Behavior & Organization, Elsevier, vol. 171(C), pages 333-341.
    20. Brindusa Anghel & Antonio Cabrales & Jorge Sainz & Ismael Sanz, 2015. "Publicizing the results of standardized external tests: does it have an effect on school outcomes?," IZA Journal of European Labor Studies, Springer;Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 4(1), pages 1-20, December.

    More about this item

    Keywords

    State-mandated exams; Student achievement; Teacher quality; I28; H42; D02;
    All these keywords.

    JEL classification:

    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • H42 - Public Economics - - Publicly Provided Goods - - - Publicly Provided Private Goods
    • D02 - Microeconomics - - General - - - Institutions: Design, Formation, Operations, and Impact

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:spr:jopoec:v:23:y:2010:i:2:p:497-517. See general information about how to correct material in RePEc.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: . General contact details of provider: http://www.springer.com .

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: http://www.springer.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service hosted by the Research Division of the Federal Reserve Bank of St. Louis . RePEc uses bibliographic data supplied by the respective publishers.