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| Titre : | Does instructional time at school influence study time at university? Evidence from an instructional time reform (2024) |
| Auteurs : | Jakob Schwerter ; Nicolai Netz ; Nicolas Hübner |
| Type de document : | Article : document électronique |
| Dans : | Economics of Education Review (Vol. 100, June 2024) |
| Article en page(s) : | Article 102526 |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ POLITIQUE DE L'EDUCATION ; RENDEMENT DE L'EDUCATION ; RYTHME SCOLAIRE ; ENSEIGNEMENT SECONDAIRE ; ENSEIGNEMENT SUPERIEUR ; CHEMINEMENT SCOLAIRE ; GENRE ; INEGALITE SOCIALE ; ALLEMAGNE |
| Résumé : | Early-life environments can have long-lasting effects on individuals’ later life courses. Interestingly, research on the effects of school reforms has hardly adopted this perspective. Therefore, we investigate a staggered school reform that reduced the number of school years and increased weekly instructional time for secondary school students in most German federal states. We analyze this quasi-experiment in a difference-in-differences framework using nationally representative large-scale survey data on 69,513 students who attended university between 1998 and 2016. Using both TWFE and weighted-group ATT estimators, we find negative effects of reform exposure on hours spent attending classes and on self-study. Moreover, reform exposure increased the time gap between school completion and higher education entry. Our results support the view that research should examine unintended long-term effects of school reforms on individual life courses. |
| Document Céreq : | Non |
| En ligne : | https://doi.org/10.1016/j.econedurev.2024.102526 |
