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The Impact of Schooling Intensity on Student Learning: Evidence from a Quasi-Experiment

Author

Listed:
  • Vincenzo Andrietti

    (University of Chieti-Pescara)

  • Xuejuan Su

    (University of Alberta, Department of Economics)

Abstract

This paper uses data from a quasi-natural policy experiment in Germany to examine the impact of schooling intensity on student achievement. The policy experiment, which we call the G8 reform, compresses secondary schooling for academic-track students from nine to eight years. At the same time, it keeps the amount of academic content required for graduation fixed, resulting in an increase in schooling intensity per school year. Using German extension of the PISA data, we find that the increased schooling intensity associated with the reform improves student test scores on average, but there is significant heterogeneity across students depending on their characteristics.

Suggested Citation

  • Vincenzo Andrietti & Xuejuan Su, 2017. "The Impact of Schooling Intensity on Student Learning: Evidence from a Quasi-Experiment," Working Papers 2017-04, University of Alberta, Department of Economics.
    • Handle: RePEc:ris:albaec:2017_004
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    Cited by:

    1. Schwerter, Jakob & Netz, Nicolai & Hübner, Nicolas, 2024. "Does instructional time at school influence study time at university? Evidence from an instructional time reform," Economics of Education Review, Elsevier, vol. 100(C).
    2. Benjamin W. Arold & Ludger Woessmann & Larissa Zierow, 2022. "Can Schools Change Religious Attitudes? Evidence from German State Reforms of Compulsory Religious Education," CESifo Working Paper Series 9504, CESifo.
    3. Elisabeth Grewenig, 2021. "School Track Decisions and Teacher Recommendations: Evidence from German State Reforms," ifo Working Paper Series 353, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
    4. 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.
    5. Camarero Garcia, Sebastian, 2022. "Inequality of Educational Opportunities and the Role of Learning Intensity," Labour Economics, Elsevier, vol. 74(C).

    More about this item

    Keywords

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    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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