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Die Auswirkungen zentraler Abschlussprüfungen auf die Schulleistung: quasi-experimentelle Befunde aus der deutschen TIMSS-Stichprobe

Author

Listed:
  • Felix Büchel
  • Hendrik Jürges
  • Kerstin Schneider

Abstract

Die Third International Mathematics and Science Study (TIMSS) zeigt, dass die Schulleistungen in Bundesländern mit zentralen Abschlussprüfungen deutlich besser sind als in den anderen Bundesländern. Schulabschlüsse der Sekundarstufe werden in Deutschland in Abhängigkeit vom Bundesland mit oder ohne zentrale Abschlussprüfungen vergeben. Diese im internationalen Vergleich seltene institutionelle Variation kann für die Schätzung des kausalen Effekts zentraler Abschlussprüfungen auf die Schulleistung genutzt werden. Wir stellen einen Differenzen-in-Differenzen-Schätzer vor, bei dem wir uns den quasi-experimentellen Charakter der deutschen TIMSS-Stichprobe für die Sekundarstufe I zunutze machen. Es stellt sich heraus, dass die Leistungsunterschiede zwischen den Ländern nur zum Teil auf die zentralen Abschlussprüfungen selbst zurückzuführen sind. Die Ergebnisse unserer Studie quantifizieren den positiven Effekt zentraler Prüfungen auf die Schulleistung auf mindestens ein Drittel des Äquivalents eines Schuljahres.

Suggested Citation

  • Felix Büchel & Hendrik Jürges & Kerstin Schneider, 2003. "Die Auswirkungen zentraler Abschlussprüfungen auf die Schulleistung: quasi-experimentelle Befunde aus der deutschen TIMSS-Stichprobe," Vierteljahrshefte zur Wirtschaftsforschung / Quarterly Journal of Economic Research, DIW Berlin, German Institute for Economic Research, vol. 72(2), pages 238-251.
    • Handle: RePEc:diw:diwvjh:72-20-6
    DOI: 10.3790/vjh.72.2.238
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    References listed on IDEAS

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    1. Ludger Wößmann, 2003. "Zentrale Prüfungen als "Währung" des Bildungssystems: zur Komplementarität von Schulautonomie und Zentralprüfungen," Vierteljahrshefte zur Wirtschaftsforschung / Quarterly Journal of Economic Research, DIW Berlin, German Institute for Economic Research, vol. 72(2), pages 220-237.
    2. Alexander Kemnitz & Robert K. von Weizsäcker, 2003. "Bildungsreform in der Demokratie," Vierteljahrshefte zur Wirtschaftsforschung / Quarterly Journal of Economic Research, DIW Berlin, German Institute for Economic Research, vol. 72(2), pages 188-204.

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