Education Curriculum and Student Achievement: Theory and Evidence

Vincenzo Andrietti () and Xuejuan Su
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Vincenzo Andrietti: University of Chieti-Pescara, Postal: Dipartimento di Scienze Filosofiche, Pedagogiche, ed Economico-Quantitative (DiSFPEQ), Viale Pindaro 42, 65127 Pescara, Italy

No 2016-12, Working Papers from University of Alberta, Department of Economics

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; quantile analysis (search for similar items in EconPapers)
JEL-codes: D04 I21 I28 (search for similar items in EconPapers)
Pages: 48 pages
Date: 2016-08-29
New Economics Papers: this item is included in nep-edu and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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https://sites.ualberta.ca/~econwps/2016/wp2016-12.pdf Full text (application/pdf)

Related works:
Journal Article: Education curriculum and student achievement: theory and evidence (2019)
Working Paper: Education curriculum and student achievement: theory and evidence (2016)
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Persistent link: https://EconPapers.repec.org/RePEc:ris:albaec:2016_012

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