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dc.contributor.authorBüttner, Bettinaen
dc.contributor.authorThomsen, Stephan L.en
dc.date.accessioned2010-03-02-
dc.date.accessioned2010-03-09T15:50:04Z-
dc.date.available2010-03-09T15:50:04Z-
dc.date.issued2010-
dc.identifier.urihttp://hdl.handle.net/10419/30153-
dc.description.abstractThis 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. Using primary data from the double cohort of Abitur graduates in 2007, significant negative effects were discovered for both genders in mathematics and for females only in English. The effects on literature were not statistically significant.en
dc.language.isoengen
dc.publisher|aZentrum für Europäische Wirtschaftsforschung (ZEW) |cMannheimen
dc.relation.ispartofseries|aZEW Discussion Papers |x10-011en
dc.subject.jelI21en
dc.subject.jelJ18en
dc.subject.jelC21en
dc.subject.ddc330en
dc.subject.keywordstudent performanceen
dc.subject.keywordschool durationen
dc.subject.keywordlearning intensityen
dc.subject.keywordnatural experimenten
dc.subject.stwAllgemeinbildende Schuleen
dc.subject.stwBildungsverhaltenen
dc.subject.stwDaueren
dc.subject.stwBildungsniveauen
dc.subject.stwLernenen
dc.subject.stwSachsen-Anhalten
dc.titleAre we spending too many years in school? Causal evidence of the impact of shortening secondary school duration-
dc.type|aWorking Paperen
dc.identifier.ppn620078219en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen
dc.identifier.repecRePEc:zbw:zewdip:10011en

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