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

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  • Tobias Meyer
  • Stephan L. Thomsen
  • Heidrun Schneider

Abstract

Most German states have recently reduced the duration of university preparatory schooling from 13 to 12 years without changing the graduation requirements. We use nationwide data on high school graduates and the different timing of reform introduction in the federal states to identify the effects on post‐secondary education decisions and to evaluate potential effect mechanisms. The results show that university enrolment of female students decreased in the first year after graduation in all analyzed states, whereas participation in voluntary service or staying abroad increased. Furthermore, students from non‐academic families are more affected than students from an academic family background.

Suggested Citation

  • Tobias Meyer & Stephan L. Thomsen & Heidrun Schneider, 2019. "New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Post‐secondary Education Decisions," German Economic Review, Verein für Socialpolitik, vol. 20(4), pages 201-253, November.
    • Handle: RePEc:bla:germec:v:20:y:2019:i:4:p:e201-e253
    DOI: 10.1111/geer.12162
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    Cited by:

    1. Emmanuel Adu Boahen & Kwadwo Opoku & Simone Schotte, 2021. "Duration of Pre‐university Education and Labour Market Outcomes: Evidence from a Quasi‐experiment in Ghana," Journal of International Development, John Wiley & Sons, Ltd., vol. 33(1), pages 208-232, January.
    2. Fumarco, Luca & Hartmann, Sven A. & Principe, Francesco, 2024. "A Neglected Determinant of Eating Behaviors: Relative Age," IZA Discussion Papers 16920, Institute of Labor Economics (IZA).
    3. Schwerter, Jakob & Netz, Nicolai & Hübner, Nicolas, 2024. "Does instructional time at school influence study time at university? Evidence from an instructional time reform," Economics of Education Review, Elsevier, vol. 100(C).
    4. Huebener, Mathias & Marcus, Jan, 2017. "Compressing instruction time into fewer years of schooling and the impact on student performance," Economics of Education Review, Elsevier, vol. 58(C), pages 1-14.
    5. Michael Doersam & Verena Lauber, 2019. "The Effect of a Compressed High School Curriculum on University Performance," Working Paper Series of the Department of Economics, University of Konstanz 2019-03, Department of Economics, University of Konstanz.
    6. Stöver, Britta, 2017. "Empirical evidence in explaining the transition behaviour from school to studies - challenges in forecasting the number of first-year students in Germany," Hannover Economic Papers (HEP) dp-596, Leibniz Universität Hannover, Wirtschaftswissenschaftliche Fakultät.
    7. Thomsen, Stephan L. & Trunzer, Johannes, 2020. "Did the Bologna Process Challenge the German Apprenticeship System? Evidence from a Natural Experiment," IZA Discussion Papers 13806, Institute of Labor Economics (IZA).
    8. Hofmann, Sarah & Mühlenweg, Andrea, 2018. "Learning intensity effects in students’ mental and physical health – Evidence from a large scale natural experiment in Germany," Economics of Education Review, Elsevier, vol. 67(C), pages 216-234.
    9. Franz Westermaier, 2016. "The Impact of Lengthening the School Day on Substance Abuse and Crime: Evidence from a German High School Reform," Discussion Papers of DIW Berlin 1616, DIW Berlin, German Institute for Economic Research.
    10. Dörsam, Michael & Lauber, Verena, 2015. "The Effect of a Compressed High School Curriculum on University Performance," VfS Annual Conference 2015 (Muenster): Economic Development - Theory and Policy 140876, Verein für Socialpolitik / German Economic Association.
    11. Britta Stoever, 2017. "The transition behaviour from school to studies – Empirical evidence on the reasons of a delayed start of studies in Germany," EcoMod2017 10220, EcoMod.
    12. Jan Marcus & Vaishali Zambre, 2019. "The Effect of Increasing Education Efficiency on University Enrollment: Evidence from Administrative Data and an Unusual Schooling Reform in Germany," Journal of Human Resources, University of Wisconsin Press, vol. 54(2), pages 468-502.

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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J18 - Labor and Demographic Economics - - Demographic Economics - - - Public Policy
    • C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models

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