The Effect of Shortening High-School Duration by One Year on Student Outcomes: Evidence from Ghana
利用加纳2010年将高中学制缩短一年的政策，比较2009和2010年入学但同一年参加高考的两届学生数据，发现缩短学制显著降低了所有科目的成绩，尤其对女生在STEM学科影响更大。
Abstract In 2010, the government of Ghana shortened the duration of senior high school by one year. As a result of this policy, the 2009 and 2010 high-school entry cohorts experienced exogenously different years of education but took the same exit exam in 2013. Using nationwide administrative data on the two cohorts, we find that the one-year reduction in schooling substantially worsened performance in all subjects. The most economically significant declines occurred in two core subjects with the lowest historical pass rates—core mathematics and integrated science. Analysis by gender shows larger detrimental effects for female students in science, technology, engineering, and mathematics subjects. We also find suggestive evidence that the policy negatively impacted students in the long term.