The Effect of a Compressed High School Curriculum on University Performance

Michael Doersam () and Verena Lauber
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Michael Doersam: Federal Institute for Vocational Education and Training, 53175 Bonn, Germany
Verena Lauber: Federal Ministry for Economic Affairs and Energy, 10115 Berlin, Germany

No 2019-03, Working Paper Series of the Department of Economics, University of Konstanz from Department of Economics, University of Konstanz

Abstract: A recent education reform in Germany reduced the duration of academic high school education by one year but left the curriculum, and total class time unchanged. We use a unique data set of university students to investigate the effects of this reduction in years of schooling on academic achievements at the tertiary level. By exploiting variation in the implementation of the reform across school types over time, we isolate the reform effect from cohort, state, and school type effects. Our results suggest that the reform lowers the opportunity costs of schooling and facilitates an earlier labor market entry as we find no detrimental effects while students are one year younger on average.

Keywords: Education Economics; School Duration; Academic Achievement; Difference-in-Differences (search for similar items in EconPapers)
JEL-codes: C21 H52 I21 (search for similar items in EconPapers)
Date: 2019-05-19
New Economics Papers: this item is included in nep-edu, nep-eur and nep-ure
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