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Education Curriculum and Student Achievement: Theory and Evidence

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  • Andrietti, Vincenzo

    () (University of Chieti-Pescara)

  • Su, Xuejuan

    () (University of Alberta, Department of Economics)

Abstract

This paper proposes a theory of education curriculum and analyzes its distributional impact on student learning outcomes. Different curricula represent horizontal differentiation in the education technology, thus a curriculum change has distributional effects across students. We test the model using the quasi-natural experiment of the G8 reform in Germany. We find evidence of heterogeneous reform effects consistent with our theory. While the reform improves student test scores on average, such benefits are more pronounced for well-prepared students. In contrast, less-prepared students do not benefit from the reform.

Suggested Citation

  • Andrietti, Vincenzo & Su, Xuejuan, 2016. "Education Curriculum and Student Achievement: Theory and Evidence," Working Papers 2016-12, University of Alberta, Department of Economics.
  • Handle: RePEc:ris:albaec:2016_012
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    1. repec:eee:labeco:v:47:y:2017:i:c:p:15-34 is not listed on IDEAS
    2. 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.

    More about this item

    Keywords

    Education curriculum; horizontal differentiation; distributional effects; difference-in-differences; quantile analysis;

    JEL classification:

    • D04 - Microeconomics - - General - - - Microeconomic Policy: Formulation; Implementation; Evaluation
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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