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Education curriculum and student achievement : theory and evidence

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dc.affiliation.dptoUC3M. Departamento de Economíaes
dc.contributor.authorAndrietti, Vincenzo
dc.contributor.authorSu, Xuejuan
dc.date.accessioned2016-04-29T10:43:11Z
dc.date.available2016-04-29T10:43:11Z
dc.date.issued2016-04-01
dc.description.abstractThis 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.en
dc.format.mimetypeapplication/pdf
dc.identifier.issn2340-5031e
dc.identifier.urihttps://hdl.handle.net/10016/22883
dc.identifier.uxxiDT/0000001461
dc.language.isoeng
dc.publisherUniversidad Carlos III de Madrid. Departamento de Economíaes
dc.relation.ispartofseriesUC3M Working papers. Economicsen
dc.relation.ispartofseries16-07
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.subject.jelI21
dc.subject.jelI28
dc.subject.jelD04
dc.subject.otherEducation curriculumen
dc.subject.otherHorizontal differentiationen
dc.subject.otherDistributional effectsen
dc.subject.otherDifference-in-differencesen
dc.subject.otherConditional quantile regressionen
dc.subject.otherUnconditional quantile regressionen
dc.titleEducation curriculum and student achievement : theory and evidenceen
dc.typeworking paper*
dc.type.hasVersionAO*
dspace.entity.typePublication
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