Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/140619
Authors: 
Andrietti, Vincenzo
Su, Xejuan
Year of Publication: 
1-Apr-2016
Series/Report no.: 
UC3M WP Economic Series 16-07
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.
Subjects: 
Education curriculum
Horizontal differentiation
Distributional effects
Difference-in-differences
Conditional quantile regression
Unconditional quantile regressionI
JEL: 
I21
I28
D04
Persistent Identifier of the first edition: 
URL of the first edition: 
Creative Commons License: 
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
Document Type: 
Working Paper

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