Oh my.
Whew.
9 years ago
A long pondered but only lately realized blog about economics, politics, evaluation, econometrics, academia, college football and whatever else comes to mind.
Ms. Merkel [the German prime minister], a former academic married to a professor, was being accused of belittling intellectual property theft and, by implication, the value of an advanced degree, which is not a purely academic matter in this country. Many jobs require such degrees in Germany, where, as is not the case in America, calling oneself doctor for having completed a thesis in, say, political science or art history, is not embarrassing but normal, even when filling out Lufthansa’s online booking forms. (The airline generously provides three levels of academic achievement for its overachieving countrymen: doctor, professor and professor doctor, skipping the extremely rare but not unheard-of German mouthful Herr Professor Doctor Doctor).At the same time, however, Mr. Guttenberg’s troubles thrust into embarrassing national relief the dirty secret that to gain such credentials, many Germans, well-connected ones anyway, apparently cut corners or worse, and universities often look the other way. The minister couldn’t admit to having farmed out his dissertation, because that’s literally a crime here, but he was generally suspected of having hired someone to write the work for him (how else to explain why he seemed so blithely oblivious to the contents of his own thesis?). And to add insult to injury, his advisers had even awarded him a rank of “summa cum laude” (“Summa cum fraude” was another of those protesters’ placards), notwithstanding that the thesis seems to have poached material from one of those very advisers.
This paper analyzes the impact of shortening the duration of secondary schooling on the accumulation of human capital. In 2003, an educational policy reform was enacted in Saxony-Anhalt, a German state, providing a natural experimental setting. The thirteenth year of schooling was eliminated for those students currently attending the ninth grade. Tenth grade students were una ected. The academic curriculum remained almost unaltered. Using primary data from the double cohort of Abitur graduates in 2007, signi cant negative eff ects were discovered for both genders in mathematics and for females only in English. The effects on literature were not statistically signi cant.This paper presents an interesting counterpoint to the two recent Canadian papers looking at the elimination of Grade 13 in Ontario, one by Harry Krashinsky at Toronto and the other (oddly not cited by Krashinsky) by Louis-Philippe Morin at Ottawa. The Ontario context differs from the German one in (at least) two ways. First, Grade 13 was a bit different to begin with as many students did not take a full load and/or retook courses from earlier years in order to get their averages up prior to applying to university. Moreover, when Grade 13 was eliminated some material was cut.