Abstract
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.
Published Version
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