Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/162940 
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Title: 

Compressing instruction time into fewer years of schooling and the impact on student performance

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Year of Publication: 
2017
Citation: 
[Journal:] Economics of Education Review [ISSN:] 0272-7757 [Publisher:] Elsevier [Place:] Amsterdam [Year:] 2017 [Volume:] 58 [Pages:] 1-14
Publisher: 
Elsevier, Amsterdam
Abstract: 
Is it possible to compress instruction time into fewer school years without lowering education levels? A fundamental reform in Germany reduced the length of academic track schooling by one year, while increasing instruction hours in the remaining school years to provide students with a very similar core curriculum and the same overall instruction time. Using aggregated administrative data on the full population of students, we find that the reform increases grade repetition rates and lowers final grade point averages, without affecting graduation rates. The results suggest adverse reform effects on student performance, but the economic significance of the effects appears moderate.
Subjects: 
Instruction time
G8 education reform
Difference-in-differences
Student performance
Wild cluster bootstrap
JEL: 
I21
I24
I28
J18
D04
Published Version’s DOI: 
Additional Information: 
This is the preprint of an article published in Economics of Education Review 58 (2017), pp. 1-14, available online at: http://dx.doi.org/10.1016/j.econedurev.2017.03.003. A previous version of the paper was circulated under the title “Moving up a Gear: The Impact of Compressing Instructional Time into Fewer Years of Schooling” as DIW Discussion Paper No. 1450.
Creative Commons License: 
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Document Type: 
Article
Document Version: 
Manuscript Version (Preprint)

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The document was removed on behalf of the author(s)/ the editor(s) on: August 30, 2019


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