The Impact of Length of the School Year on Student Performance and Earnings: Evidence From the German Short School Years
Identifieur interne : 000828 ( Main/Exploration ); précédent : 000827; suivant : 000829The Impact of Length of the School Year on Student Performance and Earnings: Evidence From the German Short School Years
Auteurs : Jörn-Steffen PischkeSource :
- The Economic Journal [ 0013-0133 ] ; 2007-10.
English descriptors
- Teeft :
- Academic achievement, Academic track, Additional hours, April, Basic track, Birth cohorts, Birth dummies, Birth state level, Bracket, Career survey, Cohort, Compulsory schooling, Core subjects, Data sets, Dummy, Economic journal, Economic society, External validity, Grade repetition, Hamburg, Highest grade, Hourly wage, Human capital accumulation, Instructional time, Intermediate track, Journal compilation, Krueger, Labor economics, Labour market, Measurement error, Micro, Micro census, Micro census data, Ndings, Negative effects, Niedersachsen, October, Other hand, Particular pattern, Percentage points, Pischke, Present results, Primary school, Quantile, Quantile regressions, Regression, Regression estimates, Remedial education, Residence dummies year, School degree, School entry, School quality, School track, School track dummies year dummies state, School year, School year table, School years, Schooling, Second measure, Secondary school, Secondary school track, Secondary track, Secondary track choice, Short school year, Short school years, Standard errors, State effects, Student achievement, Student performance, Subsequent years, Term length, Test scores, Thiel, Total number, Track choice, Track dummies, Track year, True effect, Wage regressions, Weaker students, West berlin, West german states.
Abstract
This article investigates how changing the length of the school year, leaving the basic curriculum unchanged, affects learning and subsequent earnings. I use variation introduced by the West German short school years in 1966–7, which exposed some students to a total of about two thirds of a year less of schooling while enrolled. I find that the short school years increased grade repetition in primary school and led to fewer students attending higher secondary school tracks. On the other hand, the short school years had no adverse effect on earnings and employment later in life.
Url:
DOI: 10.1111/j.1468-0297.2007.02080.x
Affiliations:
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states</term></keywords></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">This article investigates how changing the length of the school year, leaving the basic curriculum unchanged, affects learning and subsequent earnings. I use variation introduced by the West German short school years in 1966–7, which exposed some students to a total of about two thirds of a year less of schooling while enrolled. I find that the short school years increased grade repetition in primary school and led to fewer students attending higher secondary school tracks. On the other hand, the short school years had no adverse effect on earnings and employment later in life.</div></front></TEI><affiliations><list></list><tree><noCountry><name sortKey="Pischke, Jorn Teffen" sort="Pischke, Jorn Teffen" uniqKey="Pischke J" first="Jörn-Steffen" last="Pischke">Jörn-Steffen Pischke</name></noCountry></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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