Abstract
This article investigates how changing the length of the school year, leaving the basic curriculum unchanged, affects learning and subsequent earnings. I use variation introduced by the West German short school years in 1966–7, which exposed some students to a total of about two thirds of a year less of schooling while enrolled. I find that the short school years increased grade repetition in primary school and led to fewer students attending higher secondary school tracks. On the other hand, the short school years had no adverse effect on earnings and employment later in life.
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