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The effects of accelerating the school curriculum on student outcomes

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  • Korthals, Roxanne

    (Macro, International & Labour Economics, RS: GSBE DUHR)

Abstract

The aim of this paper is to estimate the causal effects of an accelerated curriculum, in which students progress through the course material faster, on cognitive and non-cognitive outcomes. I employ two methods: First, I make use of the cohorts before and after the introduction of the possibility to accelerate and of classes which are and which are not considered for acceleration using a Difference-in-Differences (DiD) strategy. However, it seems reasonable that the best students benefit from this policy, while it is less clear that the less able students would benefit. Therefore I also employ a second method in which I only look at the effects for the marginal student. For this, I use school grades to employ a fuzzy Regression Discontinuity Design (fRDD). Using both methods, I find that after one year the students who accelerated scored significantly higher on certain sub scores of the mathematics tests. I find no definitive results on non-cognitive skills: Using the DiD, I find that this positive cognitive effect is countered by lower scores on the teacher rated scores on perseverance, concentration, and conversation skills. For the marginal student, I find almost no effects on non-cognitive skills.

Suggested Citation

  • Korthals, Roxanne, 2017. "The effects of accelerating the school curriculum on student outcomes," ROA Research Memorandum 001, Maastricht University, Research Centre for Education and the Labour Market (ROA).
    • Handle: RePEc:unm:umaror:2017001
    DOI: 10.26481/umaror.2017001
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    1. Kalena E. Cortes & Joshua S. Goodman & Takako Nomi, 2015. "Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra," Journal of Human Resources, University of Wisconsin Press, vol. 50(1), pages 108-158.
    2. Esther Duflo & Pascaline Dupas & Michael Kremer, 2011. "Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya," American Economic Review, American Economic Association, vol. 101(5), pages 1739-1774, August.
    3. Sarah Dahmann & Silke Anger, 2014. "The Impact of Education on Personality: Evidence from a German High School Reform," SOEPpapers on Multidisciplinary Panel Data Research 658, DIW Berlin, The German Socio-Economic Panel (SOEP).
    4. Cortes, Kalena E. & Goodman, Joshua Samuel & Nomi, Takako, 2015. "Intensive Math Instruction and Educational Attainment," Scholarly Articles 34298862, Harvard Kennedy School of Government.
    5. Lex Borghans & Ron Diris, 2014. "Allocating Instruction Time: How Language Instruction Can Affect Multiple Skills," Journal of Human Capital, University of Chicago Press, vol. 8(2), pages 161-198.
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    More about this item

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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