Publication: The causal effects of increased learning intensity on student achievement : evidence from a natural experiment
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2015-06-01
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Abstract
I exploit a unique educational policy - implemented in most German states between 2001
and 2007 - that reduced high school duration by one year while keeping its curriculum
unaltered to investigate how the resulting increase in learning intensity affected student
achievement. Using 2000-2009 PISA data and a difference-in-differences approach, I find
robust evidence that the reform significantly improved the reading, mathematics, and
science literacy skills acquired by academic-track high school students upon treatment. A
more direct estimate of the effects of the increased learning intensity - as measured by the
cumulative weekly number of instructional hours delivered in high school grades -
corroborates the latter finding. Furthermore, there is some evidence that the effects of the
reform differ by gender and grade retention. Finally, I find no evidence of a significant
average effect of the reform on high school grade retention, although I do find that the
latter increased significantly for boys and for students with a migration background.
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G8, Learning intensity, Instructional hours, Student achievement, Academic-track high school, Difference-in-Differences