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Does class size matter for school tracking outcomes after elementary school? : quasi-experimental evidence using administrative panel data from Germany

Argaw, Bethlehem Asres; Puhani, Patrick A. - 2017

Persistent link: https://www.econbiz.de/10011799738

Schulwahl als bildungspolitisches Steuerungsinstrument

Makles, Anna; Schneider, Kerstin - In: Wirtschaftsdienst : Zeitschrift für Wirtschaftspolitik 93 (2013) 1, pp. 60-62

Persistent link: https://www.econbiz.de/10009683862

The long-run effects of sports club vouchers for primary school children

Marcus, Jan; Siedler, Thomas; Ziebarth, Nicolas R. - 2021

Starting in 2009, the German state of Saxony distributed sports club membership vouchers among all 33,000 third graders in the state. The policy's objective was to encourage them to develop a long-term habit of exercising. In 2018, we carried out a large register-based survey among several...

Persistent link: https://www.econbiz.de/10012520503

Zero Returns to Compulsory Schooling In Germany : Evidence and Interpretation

Pischke, Jorn-Steffen - 2005

the range of 10 to 15 percent. We find no return to compulsory schooling in Germany in terms of higher wages. We … investigate whether this is due to labor market institutions or the existence of the apprenticeship training system in Germany … most relevant for the labor market are learned earlier in Germany than in other countries …

Persistent link: https://www.econbiz.de/10012467265

Increased compulsory school leaving age affects secondary school track choice and increases dropout rates in vocational training schools

Adamecz-Völgyi, Anna - 2018

This paper examines the effects of increasing the compulsory school leaving (CSL) age from 16 to 18 in Hungary using a regression discontinuity design (RDD) identification strategy. The new CSL age was introduced for those entering their first year of elementary school in 1998. Identification is...

Persistent link: https://www.econbiz.de/10011958584

Effects of class-size reduction on cognitive and non-cognitive skills

Ito, Hirotake; Nakamuro, Makiko; Yamaguchi, Shintarō - 2019

Persistent link: https://www.econbiz.de/10012134550

Zero Returns to Compulsory Schooling in Germany : Evidence and Interpretation

Pischke, Jörn-Steffen; Wachter, Till von - 2021

Persistent link: https://www.econbiz.de/10013213101

Peer Effects in European Primary Schools : Evidence from PIRLS

Ammermueller, Andreas - 2006

We estimate peer effects for fourth graders in six European countries. The identification relies on variation across classes within schools. We argue that classes within primary schools are formed roughly randomly with respect to family background. Similar to previous studies, we find sizeable...

Persistent link: https://www.econbiz.de/10012466488

Parents can tell! : evidence on classroom quality differences in German primary schools

Araujo P., Maria Daniela; Quis, Johanna Sophie - 2021

The value-added to student achievement model has become a key tool for estimating the effects of individual teachers and their classrooms on students’ short-term academic success, and more importantly, on later-life outcomes. We use primary school data from the German National Educational...

Persistent link: https://www.econbiz.de/10012619830

Are there no wage returns to compulsory schooling in Germany? : a reassessment

Cygan-Rehm, Kamila - 2021

This study replicates and challenges the finding of zero wage returns to compulsory schooling in Germany by Pischke and … details. These findings render the conclusion that compulsory schooling in Germany yields no wage returns at a minimum …

Persistent link: https://www.econbiz.de/10012550294