Cross-Fertilizing Gains or Crowding Out? Schooling Intensity and Noncognitive Skills

This paper studies the impact of schooling intensity on students’ noncognitive skills. It exploits a major school reform that reduced total years in high school but retained the high school curriculum, thereby increasing weekly school hours. The sharp, regionally staggered one-year reduction in high...

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Bibliographic Details
Published inIDEAS Working Paper Series from RePEc
Main Authors Dahmann, Sarah C, Anger, Silke
Format Paper
LanguageEnglish
Published St. Louis Federal Reserve Bank of St. Louis 01.01.2018
Subjects
Cognition & reasoning
Secondary schools
Skills
Students
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Summary:This paper studies the impact of schooling intensity on students’ noncognitive skills. It exploits a major school reform that reduced total years in high school but retained the high school curriculum, thereby increasing weekly school hours. The sharp, regionally staggered one-year reduction in high school duration allows us to identify causal effects. Our results show that higher schooling intensity decreases overall students’ emotional stability but increases openness for disadvantaged students. Our finding that investments in cognitive skills can crowd out noncognitive skills is consistent with the predictions of our theoretical model, which imposes a per-period budget constraint for total investments in skill formation.