ERIC Number: EJ1200490
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0964-5292
EISSN: N/A
Education Curriculum and Student Achievement: Theory and Evidence
Andrietti, Vincenzo; Su, Xuejuan
Education Economics, v27 n1 p4-19 2019
We propose a theory of education curricula as horizontally differentiated by their paces. The pace of a curriculum and the preparedness of a student jointly determine the match quality of the curriculum for this student, so different students derive different benefits from learning under the same curriculum. Furthermore, a change in the curricular pace has distributional effects across students, benefiting some while hurting others. We test the model prediction using a quasi-natural experiment we call the G8 reform in Germany, which introduced a faster-paced curriculum for academic-track students. We find evidence consistent with our theory: While the reform improves students' test scores on average, such benefits are more pronounced for well-prepared students. In contrast, less-prepared students do not seem to benefit from the reform.
Descriptors: Academic Achievement, Curriculum Design, Educational Change, Educational Quality, Educational Strategies, Prediction, Track System (Education), Academic Education, Acceleration (Education), Foreign Countries, Prior Learning, Achievement Tests, Secondary School Students, International Assessment, School Schedules, Curriculum Implementation, Outcomes of Education, Comparative Analysis
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A