• Michael Leucht
  • Julia Buchheit
  • Hans Anand Pant
  • Olaf Köller
This paper evaluates the effect of differing amounts of schooling on outcomes of lower secondary 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 socioeconomic background. This paper evaluates the impact of varying amounts of schooling on EFL achievement while accounting for student selectivity within a potential outcomes framework. Corresponding results illustrate no such impact. Alternative explanations are discussed and implications regarding the field of educational effectiveness research (EER) are highlighted.
Original languageEnglish
JournalSchool Effectiveness and School Improvement
Volume24
Issue4
Pages (from-to)435-451
Number of pages16
ISSN0924-3453
DOIs
StatePublished - 2013

    Research areas

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

ID: 8026