Literaturnachweis - Detailanzeige
| Autor/inn/en | Andrietti, Vincenzo; Su, Xuejuan |
|---|---|
| Titel | Education Curriculum and Student Achievement: Theory and Evidence |
| Quelle | In: Education Economics, 27 (2019) 1, S.4-19 (16 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0964-5292 |
| DOI | 10.1080/09645292.2018.1527894 |
| Schlagwörter | 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; Germany; Program for International Student Assessment Schulleistung; Lehrplangestaltung; Bildungsreform; Quality of education; Bildungsqualität; Lehrstrategie; Vorhersage; Leistungsgruppe; Leistungsdifferenzierung; Akademische Bildung; Acceleration; Beschleunigung; Ausland; Vorkenntnisse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Schulzeiteinteilung; Lernleistung; Schulerfolg; Deutschland |
| Abstract | 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. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
