Can Raising Instructional Time Crowd Out Student Pro-Social Behaviour? Evidence from Germany

73 Pages Posted: 16 May 2018

See all articles by Christian Krekel

Christian Krekel

Paris School of Economics (PSE); Centre for Economic Performance (CEP), London School of Economics (LSE); World Bank

Date Written: April 1, 2017

Abstract

We study whether raising instructional time can crowd out student pro-social behaviour. To this end, we exploit a large educational reform in Germany that has raised weekly instructional time for high school students by 12.5% as a quasi-natural experiment. We find that this rise has a negative and sizeable effect on volunteering, both at the intensive and at the extensive margin. It also affects political interest. There is no similar crowding out of scholastic involvement, but no substitution either. We conclude that instructional time plays an important role in shaping student pro-social behaviour.

Keywords: Instructional Time, Student Pro-Social Behaviour, Volunteering, Scholastic Involvement, Political Interest, Quasi-Natural Experiment, G8 Reform, SOEP

JEL Classification: I21, I28, D01

Suggested Citation

Krekel, Christian, Can Raising Instructional Time Crowd Out Student Pro-Social Behaviour? Evidence from Germany (April 1, 2017). SOEPpaper No. 903, Available at SSRN: https://ssrn.com/abstract=3172803 or http://dx.doi.org/10.2139/ssrn.3172803

Christian Krekel (Contact Author)

Paris School of Economics (PSE)

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Paris, 75014 75014
France

HOME PAGE: http://www.parisschoolofeconomics.eu/en/

Centre for Economic Performance (CEP), London School of Economics (LSE)

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London WC2A 2AE
United Kingdom

HOME PAGE: http://cep.lse.ac.uk/

World Bank

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HOME PAGE: http://www.worldbank.org/

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