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Are 12 Years of Schooling Sufficient for Preparation for Tertiary Education? Evidence from the Reform of Secondary School Duration in Germany

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  • Meyer, Tobias
  • Thomsen, Stephan

Abstract

An important education reform in Germany reduced the duration of university preparatory schooling from 13 to 12 years, but left the curriculum unchanged. In the state of Saxony-Anhalt the reform was completed in 2007 with a double cohort of graduates, providing a natural experiment. We use primary panel data from this double cohort to evaluate the effects on success in tertiary education. Our findings show that the reform has heterogeneous effects on success in university education. Among others, students with only 12 years of schooling have some difficulties and skill deficits at university, but no higher drop-out probability.

Suggested Citation

  • Meyer, Tobias & Thomsen, Stephan, 2014. "Are 12 Years of Schooling Sufficient for Preparation for Tertiary Education? Evidence from the Reform of Secondary School Duration in Germany," VfS Annual Conference 2014 (Hamburg): Evidence-based Economic Policy 100305, Verein für Socialpolitik / German Economic Association.
    • Handle: RePEc:zbw:vfsc14:100305
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    References listed on IDEAS

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    6. Meyer, Tobias & Thomsen, Stephan L., 2012. "How Important is Secondary School Duration for Post-school Education Decisions? Evidence from a Natural Experiment," Hannover Economic Papers (HEP) dp-509, Leibniz Universität Hannover, Wirtschaftswissenschaftliche Fakultät.
    7. Büttner, Bettina & Thiel, Hendrik & Thomsen, Stephan L., 2011. "Variation of learning intensity in late adolescence and the impact on noncognitive skills," ZEW Discussion Papers 11-007, ZEW - Leibniz Centre for European Economic Research.
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    Cited by:

    1. Tobias Meyer & Stephan L. Thomsen & Heidrun Schneider, 2019. "New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Post‐secondary Education Decisions," German Economic Review, Verein für Socialpolitik, vol. 20(4), pages 201-253, November.
    2. Stephan L. Thomsen, 2015. "The impacts of shortening secondary school duration," IZA World of Labor, Institute of Labor Economics (IZA), pages 166-166, July.
    3. Jens Mohrenweiser & Friedhelm Pfeiffer, 2016. "Zur Entwicklung der studienspezifischen Selbstwirksamkeit in der Oberstufe [The development of study-specific self-efficacy during grammar school]," Journal for Labour Market Research, Springer;Institute for Employment Research/ Institut für Arbeitsmarkt- und Berufsforschung (IAB), vol. 49(1), pages 77-95, July.
    4. Dörsam, Michael & Lauber, Verena, 2015. "The Effect of a Compressed High School Curriculum on University Grades: DiD-Evidence From a German Policy Shift," VfS Annual Conference 2015 (Muenster): Economic Development - Theory and Policy 112876, Verein für Socialpolitik / German Economic Association.
    5. Mathias Huebener & Jan Marcus, 2015. "Empirische Befunde zu Auswirkungen der G8-Schulzeitverkürzung," DIW Roundup: Politik im Fokus 57, DIW Berlin, German Institute for Economic Research.
    6. 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.
    7. 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.
    8. 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.

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    More about this item

    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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