• Michael Leucht
  • Julia Buchheit
  • Hans Anand Pant
  • Olaf Köller
This paper evaluates the effect of differing amounts of schooling on outcomes of lower sec-ondary education. Two groups of German academic track students are compared who chose English as either their first (EFFL; n = 2,771) or second (ESFL; n = 345) foreign language throughout secondary school. While EFFL students receive an additional school year of EFL instruction, ESFL students are known to be positively selected in terms of cognitive aptitudes and socio-economic background. This paper evaluates the impact of varying amounts of schooling on EFL achievement while accounting for student selectivity within a potential out-comes framework. Corresponding results illustrate no such impact. Alternative explanations are discussed and implications regarding the field of educational effectiveness research (EER) are highlighted.
OriginalspracheEnglisch
ZeitschriftSchool Effectiveness and School Improvement
Band24
Ausgabe4
Seiten (von - bis)435-451
Seitenumfang16
ISSN0924-3453
DOIs
ZustandVeröffentlicht - 2013

Bibliographische Notiz

Received: 27 Feb 2012
Accepted: 20 Jul 2012
Published online: 01 Feb 2013

    Fachgebiete

  • Educational effectiveness research , English as a foreign language , differing amounts of schooling, selection effects of foreign language choice, propensity score matching

ID: 8026