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Compressing instruction time into fewer years of schooling and the impact on student performance

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  • Huebener, Mathias
  • Marcus, Jan

Abstract

Is it possible to compress instruction time into fewer school years without lowering education levels? A fundamental reform in Germany reduced the length of academic track schooling by one year, while increasing instruction hours in the remaining school years to provide students with a very similar core curriculum and the same overall instruction time. Using aggregated administrative data on the full population of students, we find that the reform increases grade repetition rates and lowers final grade point averages, without affecting graduation rates. The results suggest adverse reform effects on student performance, but the economic significance of the effects appears moderate.

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  • Huebener, Mathias & Marcus, Jan, 2017. "Compressing instruction time into fewer years of schooling and the impact on student performance," EconStor Open Access Articles, ZBW - Leibniz Information Centre for Economics, pages 1-14.
  • Handle: RePEc:zbw:espost:162940
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    Cited by:

    1. repec:eee:labeco:v:47:y:2017:i:c:p:15-34 is not listed on IDEAS
    2. Jan Marcus & Simon Reif & Amelie C. Wuppermann & Amélie Rouche, 2019. "Increased instruction time and stress-related health problems among school children," CESifo Working Paper Series 7648, CESifo Group Munich.
    3. Hofmann, Sarah & Mühlenweg, Andrea, 2018. "Learning intensity effects in students’ mental and physical health – Evidence from a large scale natural experiment in Germany," Economics of Education Review, Elsevier, vol. 67(C), pages 216-234.
    4. Huebener, Mathias & Kuger, Susanne & Marcus, Jan, 2017. "Increased instruction hours and the widening gap in student performance," Labour Economics, Elsevier, vol. 47(C), pages 15-34.
    5. Michael Doersam & Verena Lauber, 2019. "The Effect of a Compressed High School Curriculum on University Performance," Working Paper Series of the Department of Economics, University of Konstanz 2019-03, Department of Economics, University of Konstanz.
    6. repec:eee:labeco:v:47:y:2017:i:c:p:35-47 is not listed on IDEAS
    7. Quis, Johanna Sophie & Mehl, Simon, 2018. "Health Effects of Instruction Intensity: Evidence from a Natural Experiment in German High-Schools," Annual Conference 2018 (Freiburg, Breisgau): Digital Economy 181619, Verein für Socialpolitik / German Economic Association.
    8. Dahmann, Sarah C., 2017. "How does education improve cognitive skills? Instructional time versus timing of instruction," Labour Economics, Elsevier, vol. 47(C), pages 35-47.
    9. Obergruber, Natalie & Zierow, Larissa, 2018. "Students' Behavioural Responses to a Fallback Option: Evidence from Introducing Interim Degrees in German Schools," IZA Discussion Papers 11732, Institute of Labor Economics (IZA).

    More about this item

    Keywords

    Instruction time; Student performance; G8 education reform; Difference-in-differences; Wild cluster bootstrap;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J18 - Labor and Demographic Economics - - Demographic Economics - - - Public Policy
    • D04 - Microeconomics - - General - - - Microeconomic Policy: Formulation; Implementation; Evaluation

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