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Education curriculum and student achievement: theory and evidence

Vincenzo Andrietti and Xuejuan Su ()

UC3M Working papers. Economics from Universidad Carlos III de Madrid. Departamento de Economía

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.

Keywords: Education; curriculum; Horizontal; differentiation; Distributional; effects; Difference-in-differences; Conditional; quantile; regression; Unconditional; quantile; regression (search for similar items in EconPapers)
JEL-codes: D04 I21 I28 (search for similar items in EconPapers)
Date: 2016-04-01
New Economics Papers: this item is included in nep-edu and nep-ure
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https://e-archivo.uc3m.es/bitstream/handle/10016/22883/we1607.pdf?sequence=1 (application/pdf)

Related works:
Journal Article: Education curriculum and student achievement: theory and evidence (2019) Downloads
Working Paper: Education Curriculum and Student Achievement: Theory and Evidence (2016) Downloads
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Persistent link: https://EconPapers.repec.org/RePEc:cte:werepe:22883

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