Does instructional time at school influence study time at university? Evidence from an instructional time reform
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Date
2024-05-09
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Abstract
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.
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Keywords
G8 high school reform, Higher education, Study time, Long-term effect, Staggered difference-in-differences
Subjects based on RSWK
Schulreform, Bildungspolitik, Hochschule, Sekundarstufe