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New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Post-Secondary Education Decisions

Author

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  • Meyer, Tobias

    (NIW Hannover, Leibniz Universität Hannover)

  • Thomsen, Stephan L.

    (Leibniz University of Hannover)

  • Schneider, Heidrun

    (DZHW-German Centre for Research on Higher Education and Science Studies)

Abstract

Most German states have reformed university preparatory schooling during the last decade by reducing its duration from 13 to 12 years without changing the graduation requirements. In this paper, we use nationwide data on high school graduates and apply a difference-in-differences approach to evaluate the reform effects on post-secondary education decisions. The results show that enrollment in university education in the first year after high school graduation is reduced in all analyzed states, while participation in voluntary service or staying abroad is increased. In some subgroups, depending on state, gender and family background, university enrollment is decreased additionally beyond the first year.

Suggested Citation

  • Meyer, Tobias & Thomsen, Stephan L. & Schneider, Heidrun, 2015. "New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Post-Secondary Education Decisions," IZA Discussion Papers 9507, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp9507
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    References listed on IDEAS

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    Cited by:

    1. Huebener, Mathias & Marcus, Jan, 2017. "Compressing instruction time into fewer years of schooling and the impact on student performance," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 58, pages 1-14.
    2. Stöver, Britta, 2017. "Empirical evidence in explaining the transition behaviour from school to studies - challenges in forecasting the number of first-year students in Germany," Hannover Economic Papers (HEP) dp-596, Leibniz Universität Hannover, Wirtschaftswissenschaftliche Fakultät.
    3. Franz Westermaier, 2016. "The Impact of Lengthening the School Day on Substance Abuse and Crime: Evidence from a German High School Reform," Discussion Papers of DIW Berlin 1616, DIW Berlin, German Institute for Economic Research.
    4. 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.
    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. Dörsam, Michael & Lauber, Verena, 2015. "The Effect of a Compressed High School Curriculum on University Performance," VfS Annual Conference 2015 (Muenster): Economic Development - Theory and Policy 140876, Verein für Socialpolitik / German Economic Association.
    7. 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.
    8. Emmanuel Adu Boahen & Kwadwo Opoku & Simone Schotte, 2021. "Duration of Pre‐university Education and Labour Market Outcomes: Evidence from a Quasi‐experiment in Ghana," Journal of International Development, John Wiley & Sons, Ltd., vol. 33(1), pages 208-232, January.
    9. Thomsen, Stephan L. & Trunzer, Johannes, 2020. "Did the Bologna Process Challenge the German Apprenticeship System? Evidence from a Natural Experiment," IZA Discussion Papers 13806, Institute of Labor Economics (IZA).
    10. Britta Stoever, 2017. "The transition behaviour from school to studies – Empirical evidence on the reasons of a delayed start of studies in Germany," EcoMod2017 10220, EcoMod.

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    More about this item

    Keywords

    Germany; learning intensity; school duration; post-secondary education decisions;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J18 - Labor and Demographic Economics - - Demographic Economics - - - Public Policy
    • C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models

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