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Are We Spending Too Many Years in School? Causal Evidence of the Impact of Shortening Secondary School Duration

Bettina Büttner (bettina.buettner@ovgu.de) and Stephan Thomsen
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Bettina Büttner: Faculty of Economics and Management, Otto-von-Guericke University Magdeburg

No 100008, FEMM Working Papers from Otto-von-Guericke University Magdeburg, Faculty of Economics and Management

Abstract: This paper analyzes the impact of shortening the duration of secondary schooling on the accumulation of human capital. In 2003, an educational policy reform was enacted in Saxony-Anhalt, a German state, providing a natural experimental setting. The thirteenth year of schooling was eliminated for those students currently attending the ninth grade. Tenth grade students were unaffected. The academic curriculum remained almost unaltered. Primary data collected from the double cohort of 2007 Abitur graduates reveals signficantly negative effects for both genders in mathematics. Only females were negatively effected in English and the results obtained in German literature were statistically insignificant.

Keywords: student performance; school duration; learning intensity; natural experiment (search for similar items in EconPapers)
JEL-codes: C21 I21 J18 (search for similar items in EconPapers)
Pages: 36 pages
Date: 2010-02
New Economics Papers: this item is included in nep-edu, nep-eur, nep-lab and nep-ure
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Citations: View citations in EconPapers (2)

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http://www.ww.uni-magdeburg.de/fwwdeka/femm/a2010_Dateien/2010_08.pdf First version, 2010 (application/pdf)
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Related works:
Journal Article: Are We Spending Too Many Years in School? Causal Evidence of the Impact of Shortening Secondary School Duration (2015) Downloads
Journal Article: Are We Spending Too Many Years in School? Causal Evidence of the Impact of Shortening Secondary School Duration (2015) Downloads
Working Paper: Are we spending too many years in school? Causal evidence of the impact of shortening secondary school duration (2010) Downloads
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