The Impact of Schooling Intensity on Student Learning: Evidence from a Quasi-Experiment

Vincenzo Andrietti () and Xuejuan Su
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Vincenzo Andrietti: University of Chieti-Pescara

No 2017-4, Working Papers from University of Alberta, Department of Economics

Abstract: This paper uses data from a quasi-natural policy experiment in Germany to examine the impact of schooling intensity on student achievement. The policy experiment, which we call the G8 reform, compresses secondary schooling for academic-track students from nine to eight years. At the same time, it keeps the amount of academic content required for graduation fixed, resulting in an increase in schooling intensity per school year. Using German extension of the PISA data, we find that the increased schooling intensity associated with the reform improves student test scores on average, but there is significant heterogeneity across students depending on their characteristics.

Keywords: schooling intensity; instruction hours; student achievement; heterogeneity (search for similar items in EconPapers)
JEL-codes: D04 I21 I28 (search for similar items in EconPapers)
Pages: 44 pages
Date: 2017-07-10, Revised 2018-04-30
New Economics Papers: this item is included in nep-edu, nep-eur and nep-ure
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Citations: View citations in EconPapers (2)

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Related works:
Journal Article: The Impact of Schooling Intensity on Student Learning: Evidence from a Quasi-Experiment (2019)
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Persistent link: https://EconPapers.repec.org/RePEc:ris:albaec:2017_004

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