The impacts of shortening secondary school duration

Abstract

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte.

Duration of High School Education and Youth Labour Market Outcomes: Evidence from a Policy Experiment in Ghana

“…Shorter duration of high school education, on the contrary, may have negative consequences for cognitive development by compromising in-depth learning (Büttner & Thomsen, 2015) and promoting incentives for learners to opt for less demanding subjects (Meyer & Thomsen, 2013). Moreover, shorter duration of schooling may lead to increased workload that can have negative implications for learners' personality development (Thiel, Thomsen, & Büttner, 2014;Thomsen, 2015), weaker ability of learners to develop occupational preferences and eventually increase the level of insecurity among such school leavers (Meyer & Thomsen, 2013). On the other hand, longer duration may come with additional costs (higher expenditure on tuition, books, transportation, school infrastructure and extra tutors among others) not only to the government but also to households.…”

New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Post-secondary Education Decisions

“…Consequently, the reform in Germany could decrease school achievement and thus reduce the quality of university preparatory schooling. This effect has been identified by B€ uttner and Thomsen (2015) based on data from the state of Saxony-Anhalt. They find heterogenous effects with achievements in mathematics being reduced while those in German language being maintained due to the reform.…”

“…The empirical evidence available to date confirms several of these hypothesized implications of the reform but is also limited in several respects (see Thomsen, 2015, for an overview). B€ uttner and Thomsen (2015) found a negative effect on achievement in mathematics at the end of high school in Saxony-Anhalt. Related results by H€ ubner et al (2017) for Baden-Wuerttemberg show a decrease of school achievements in biology and English reading.…”

“…The empirical evidence available to date confirms several of these hypothesized implications of the reform but is also limited in several respects (see Thomsen, , for an overview). Büttner and Thomsen () found a negative effect on achievement in mathematics at the end of high school in Saxony‐Anhalt.…”

“…Finally, state dummies c s capture the influence of the federal state in which the student graduated from high school. 8 The analysis is conducted separately for males and females because postsecondary education decisions differ by gender (see e.g., Buchmann et al, 2008; for Germany see e.g., L€ orz et al, 2012) and the reform in Saxony-Anhalt showed different effects for males and females (B€ uttner and Thomsen, 2015;Meyer and Thomsen, 2016).…”