Education Curriculum and Student Achievement: Theory and Evidence
Universidad Carlos III DE Madrid, UC3M Working Paper Economic Series 16-07
46 Pages Posted: 5 May 2016
Date Written: April 1, 2016
This paper proposes a theory of education curriculum and analyzes its distributional impact on student learning outcomes. Different curricula represent horizontal differentiation in the education technology, thus a curriculum change has distributional effects across students. We test the model using the quasi-natural experiment of the G8 reform in Germany. We find evidence of heterogeneous reform effects consistent with our theory. While the reform improves student test scores on average, such benefits are more pronounced for well-prepared students. In contrast, less-prepared students do not benefit from the reform.
Keywords: Education Curriculum, Horizontal Differentiation, Distributional Effects, Difference-Indifferences, Conditional Quantile Regression, Unconditional Quantile Regression
JEL Classification: I21, I28, D04
Suggested Citation: Suggested Citation