Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/178498
Authors: 
Camarero Garcia, Sebastian
Year of Publication: 
2018
Series/Report no.: 
ZEW Discussion Papers 18-021
Abstract: 
Over the 2000s, many federal states in Germany shortened the duration of secondary school by one year while keeping the curriculum unchanged. Exploiting quasi-experimental variation due to the staggered introduction of this reform allows me to identify the causal effect of increased learning intensity on Inequality of Educational Opportunity (IEOp), the share in educational outcome variance explained by predetermined circumstances beyond a student's control. The reform-induced increase in learning intensity had no short-term effect on IEOp. In the medium term, however, IEOp increased as differences in parental resources gained importance through support opportunities like private tuition adapting to the intensified educational process. The effect is stronger for mathematics/science than for reading, implying the existence of subject-dependent curricular flexibilities. My findings point to the importance of accounting for distributional consequences when evaluating reforms aimed at increasing the efficiency of educational systems and to the role of learning intensity for explaining changes in educational opportunities influencing social mobility.
Subjects: 
(In)Equality of Opportunity
Educational/Learning Intensity
shortening school duration
G-8 education reform
Education & Social Mobility
Germany
JEL: 
D04
D63
H75
I21
I24
I28
J18
J24
J62
O52
Persistent Identifier of the first edition: 
Document Type: 
Working Paper
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