Additional Career Assistance and Educational Outcomes for Students in Lower Track Secondary Schools

This paper estimates the effect of Additional Career Assistance (ACA) on educational outcomes for students in Lower Track Secondary Schools (LTSS) for the area of Freiburg (Germany). The analysis uses individual data during the late 2000's on grades in LTSS and educational outcomes after leaving LTSS. Compared to LTSS students in the surroundings of Freiburg, students in the City of Freiburg receive more intensive information, counselling, and mentoring regarding the school-to-work transition and vocational training (ACA). The goal of ACA is to foster the transition to the labor market. Many LTSS students with good grades participate in additional teaching during the last two years in LTSS, thus preparing themselves for a higher educational degree after leaving LTSS. We investigate the effect of ACA on grade development in LTSS and on educational upgrading after leaving LTSS. Our empirical analysis shows negligible effects of ACA on educational outcomes, which, however, mask quite heterogeneous effects. In fact, educational outcomes worsen (improve) for German students who (do not) participate in additional teaching. We find no significant effects for students with a migration background.