University of Munich, ifo Institute, CESifo, and IZA, Germany
IZA World of Labor role
Director, ifo Center for the Economics of Education; Professor of Economics, University of Munich
Economics of education, economic growth, economic history, economics of religion, labor economics
Positions/functions as a policy advisor
Coordinator, European Expert Network on the Economics of Education (EENEE); Member, Academic Advisory Council, German Federal Ministry of Economics; Member, German National Academy of Sciences Leopoldina; Member, German Academy of Science and Engineering (acatech); Fellow, International Academy of Education
Visiting Scholar, Stanford University, 2010, 2014–2015; Visiting Faculty, Harvard University, Kennedy School of Government, 2007
PhD Economics, University of Kiel, 2001
"Social cohesion, religious beliefs, and the effect of Protestantism on suicide." Review of Economics and Statistics (Forthcoming) (with S. O. Becker).
"Knowledge capital and aggregate income differences: Development accounting for US states." American Economic Journal: Macroeconomics 9:4 (2017): 184–224 (with E. A. Hanushek and J. Ruhose).
"The importance of school systems: Evidence from international differences in student achievement." Journal of Economic Perspectives 30:3 (2016): 3–31.
"Was Weber wrong? A human capital theory of Protestant economic history." Quarterly Journal of Economics 124:2 (2009): 531–596 (with S. O. Becker).
"The role of cognitive skills in economic development." Journal of Economic Literature 46:3 (2008): 607–668 (with E. A. Hanushek).
External school leaving exams raise student achievement and improve how grades are understood in the labor marketLudger Woessmann, January 2018Reaching the policy goal of improving student achievement by adding resources to the school system has often proven elusive. By contrast, ample evidence indicates that central exit exams constitute an important feature of a school system’s institutional framework, which can hold students, teachers, schools, and administrators accountable for student outcomes. While critics point to issues such as teaching test-only skills, which may leave students ill-prepared for the real world, the evidence does not bear this out. Overall, central exams are related to better student achievement, favorable labor market outcomes, and higher economic growth.MoreLess