Sign in

Ludger Woessmann

@woessmann.bsky.social
4.1K followers 624 following 259 posts

Professor of Economics, University of Munich Director, ifo Center for the Economics of Education sites.google.com/view/woessmann-e

PostsRepliesMedia
Ludger Woessmann @woessmann.bsky.social · 05/10/2026
2️⃣ At the same time, integrated schooling increases cultural assimilation, measured by hormonal-contraceptive usage among teenage women, particularly for children from non-Muslim-majority countries. 4/5
110
Ludger Woessmann @woessmann.bsky.social · 05/10/2026
Using rich administrative data, we find that: 1️⃣ Integrated schooling reduces educational attainment at age 18, particularly for children of lower-educated parents. 3/5
120
Ludger Woessmann @woessmann.bsky.social · 05/10/2026
📢New working paper:🚨 “Integrated vs. Separated Schooling for Refugee Children: Long-Term Effects on Education and Assimilation” w/ @caterinapavese.bsky.social and @meulensimon.bsky.social 👉 Does direct integration into native schools or temporary placement in separate schools … 1/5
2178
Ludger Woessmann @woessmann.bsky.social · 08/09/2026
ifo Institut: PISA-Abstieg gefährdet unseren Wohlstand Der eklatante Abstieg der PISA-Ergebnisse muss zu einem Umdenken in der Bildung führen. Die Vermittlung der Basiskompetenzen muss höchste Priorität haben. Link zum ausführlichen Statement im Kommentar 👇🏻
192
Ludger Woessmann @woessmann.bsky.social · 26/06/2026
📢 We are hiring 📢 Please spread the word: We are hiring a 🧑‍🎓 Postdoc (up to 6 years, non-tenure track) at the ifo Center for the Economics of Education! Come join our team as junior faculty: www.ifo.de/en/job-offer... Application deadline: July 22
03949
Ludger Woessmann @woessmann.bsky.social · 30/01/2026
🚨 Now out in the Economic Journal: “Patience and Subnational Differences in Human Capital: Regional Analysis with Facebook Interests” w/ Hanushek, @kinnelavinia.bsky.social ‪& Sancassani 💡 Patience accounts for ¾ of regional achievement diffs in Italy, ⅓ US 👉 doi.org/10.1093/ej/u...
0218
Ludger Woessmann @woessmann.bsky.social · 26/01/2026
📢 Call for papers: CESifo Area Conference on Economics of Education co-organized w/ Eric Hanushek (Stanford) 🏛️ 11-12 Sept 2026, Munich 🧑‍🏫 Keynote: John List (Chicago) @johnlist.bsky.social 👉 www.ifo.de/en/cesifo/ev... ⏰ Deadline: 11 May 2026 🖼️ Past programs: sites.google.com/view/woessma...
13825
Ludger Woessmann @woessmann.bsky.social · 15/12/2025
Erreichen dieser Ziele erhöht volkswirtschaftliches Wachstum: 💶 20,9 Billionen Euro an zusätzlichem BIP bis 2105 (aktuelle Lebenserwartung) ≈ 5x derzeitiges BIP ≈ 10% des diskontierten BIP ➡️ So sehr lohnt es sich, Verbesserung der Bildungsleistungen zu priorisieren 3/3
040
Ludger Woessmann @woessmann.bsky.social · 15/12/2025
Bildungsziele von Ministerinnen Hubig (SPD), Prien (CDU) & Schopper (Grüne) bis 2035: 1️⃣ 50% weniger Schüler:innen, die Mindeststandards in Deutsch & Mathematik nicht erreichen 2️⃣ 20% mehr, die Regelstandards erreichen 3️⃣ 30% mehr, die Optimalstandards erreichen 2/3
130
Ludger Woessmann @woessmann.bsky.social · 15/12/2025
🚨 Unsere neue Studie zeigt: 👉 Das Erreichen der Ziele „Bessere Bildung 2035“ würde rund 21 Billionen Euro an zusätzlicher Wirtschaftsleistung bringen "Volkswirtschaftliche Erträge besserer Bildung" mit Katia Werkmeister für die @bertelsmannst.bsky.social www.ifo.de/publikatione... 1/3
11412
Ludger Woessmann @woessmann.bsky.social · 04/12/2025
Ich freue mich, wieder beim “Top of the Table” von Bildung.Table dabei zu sein! "Bildungsökonomen, so sagt es zumindest der Soziologe Aladin El-Mafaalani, seien derzeit die lautesten Bildungsaktivisten." table.media/heads/ludger... www.linkedin.com/feed/update/... @table.media
072
Ludger Woessmann @woessmann.bsky.social · 20/11/2025
Our fantastic workshop with @davidautor.bsky.social on Skills, Tasks & Technologies in the AI Era has come to a close. What a blast of outstanding research, new insights & lively discussion! Tremendous thanks to all contributors! Check out the exciting program: www.ifo.de/en/cesifo/ev...
183
Ludger Woessmann @woessmann.bsky.social · 11/11/2025
4️⃣ Robot 🤖 exposure raises early retirement among manufacturing workers 🧑‍🏭🏖️ 5️⃣ Same for import 🌏 exposure 6️⃣ Opposite for export exposure 🔁 6/9
110
Ludger Woessmann @woessmann.bsky.social · 11/11/2025
Results: 1️⃣ Robot 🤖 exposure increases training 🧠—particularly in indirectly affected services 🧑‍💼 2️⃣ Import 🌏 exposure reduces training—particularly in manufacturing 🏭 3️⃣ Opposite for export exposure 🔁 5/9
110
Ludger Woessmann @woessmann.bsky.social · 11/11/2025
Novel data construction for German local labor markets, 1994-2014: 1️⃣ Training participation from Microcensus 📊 2️⃣ Early retirement from IAB employment records 🗂️ 3/9
110
Ludger Woessmann @woessmann.bsky.social · 11/11/2025
🆕Working Paper🚨 Training or Retiring? How Labor Markets Adjust to Trade and Technology Shocks📒 w/ A.Bertermann, @dauthecon.bsky.social & @suedekum.bsky.social 🤖 Robots ➡️ ⬆️training & ⬆️early retirement 🌏 Imports ➡️ ⬇️training & ⬆️early r. 🌎 Exports ➡️ ⬆️training & ⬇️e.r. www.ifo.de/DocDL/cesifo... 🧵1/9
13013
Ludger Woessmann @woessmann.bsky.social · 17/10/2025
Alle sozio-demographischen Gruppen betroffen. Rückgang in allen Bundesländern. (Lediglich Hamburg (in allen Fächern) nicht signifikant.) Z.B. Mathe: NRW -34⬇️ Bayern -23⬇️ 2/3
130
Ludger Woessmann @woessmann.bsky.social · 17/10/2025
⚡9.-Klässler:innen 2024 vs. 2018: Mathe -24⬇️ Bio -24⬇️ Chemie -24⬇️ Physik -23⬇️ Die neuen Ergebnisse des IQB-Bildungstrends. Ganz grob gesprochen: 9.-Klässler:innen liegen heute etwa auf Niveau der 8.-Klässler:innen noch vor 6 Jahren. 1/3
12112
Ludger Woessmann @woessmann.bsky.social · 10/10/2025
Effects beyond religion: 🧑‍🏭 Higher labor-market participation + earnings (consistent with shift towards worldly norms + economic activities) 🌎 👨‍👩‍👧‍👦 Reduced fertility By contrast, no effects on ethical + political values or non-religious school outcomes 5/6
210
Ludger Woessmann @woessmann.bsky.social · 10/10/2025
👉 Reform abolishing compulsory religious education significantly reduced religiosity of affected students in adulthood Similar reductions in specific religious actions: 1️⃣ personal act of prayer 2️⃣ public act of church-going 3️⃣ formal (+costly) act of church membership 4/6
110
Ludger Woessmann @woessmann.bsky.social · 10/10/2025
Unique German setting: 🏫 Religious education was compulsory in state schools: 1000 hours over school career (>4x physics) Abolished in staggered reforms across states 1972-2004 Replaced by option to choose between religious education + non-denominational “ethics” 2/6
100
Ludger Woessmann @woessmann.bsky.social · 10/10/2025
🚨 Now out in Journal of Human Resources: ⛪️ Can Schools Change Religious Attitudes? Evidence from German State Reforms of Compulsory Religious Education w/ @benjaminarold.bsky.social & Larissa Zierow 👉 Religious education in school affects adult lives 🔗 jhr.uwpress.org/content/earl... A 🧵 1/6
15017
Ludger Woessmann @woessmann.bsky.social · 07/10/2025
📢 Call for papers: 🚀 4th CESifo Junior Workshop on the Economics of Education 🤩 30-31 March 2026, Munich Keynote: Michela Carlana (Harvard) PhD students & early postdocs, please apply! www.ifo.de/en/cesifo/ev... Deadline: 11 Jan 2026 @caterinapavese.bsky.social @mtotarelli.bsky.social
12528
Ludger Woessmann @woessmann.bsky.social · 01/10/2025
In Zeiten von ständigen Transformationen sollten wir Bildung als Befähigung zu stetigem Wandel verstehen. Mein Einleitungsvortrag in das Bildungspolitische Forum 2025 des @leibnizbildung.bsky.social Livestream: www.youtube.com/@Leibniz_bil... www.leibniz-bildung.de/veranstaltun...
052
Ludger Woessmann @woessmann.bsky.social · 09/09/2025
66% der Jugendlichen und 46% der Erwachsenen sind dafür, dass der Umgang mit KI im Unterricht gelehrt wird. 7/7
031
Ludger Woessmann @woessmann.bsky.social · 09/09/2025
82% der Jugendlichen und 50% der Erwachsenen nutzen Künstliche Intelligenz für schulische bzw. berufliche Zwecke. 6/7
131
Ludger Woessmann @woessmann.bsky.social · 09/09/2025
59% der Erwachsenen befürworten ein Handyverbot an Grundschulen in der Pause und 64% im Unterricht, an weiterführenden Schulen sind es 49% bzw. 63%. Unter den Jugendlichen sind die Anteile nur unwesentlich geringer. 5/7
130
Ludger Woessmann @woessmann.bsky.social · 09/09/2025
Deutliche Mehrheiten beider Gruppen denken, dass sich soziale Medien negativ auf die psychische und körperliche Gesundheit von Kindern und Jugendlichen, ihre Aufmerksamkeit und ihre schulischen Leistungen auswirken. 4/7
130
Ludger Woessmann @woessmann.bsky.social · 09/09/2025
Dabei würden 47% der Erwachsenen lieber in einer Welt ohne soziale Medien leben. Bei den Jugendlichen leben hingegen 68% lieber in einer Welt mit sozialen Medien. 3/7
110
Ludger Woessmann @woessmann.bsky.social · 09/09/2025
78% der Jugendlichen und 58% der Erwachsenen verbringen unter der Woche täglich mehr als eine Stunde mit sozialen Medien. 2/7
120
Ludger Woessmann @woessmann.bsky.social · 09/09/2025
🚨 85% (!) der Erwachsenen sind für ein Mindestalter von 16 Jahren für Social Media. Selbst unter den Jugendlichen ist eine relative Mehrheit dafür. 👉 Dies und mehr im neuen ifo Bildungsbarometer 2025: www.ifo.de/fakten/2025-... 1/7
13214
Ludger Woessmann @woessmann.bsky.social · 05/09/2025
📢Our CESifo Conference on Economics of Education is about to start!🤩 This will be so exciting!!!🥳 🔗https://www.ifo.de/en/cesifo/event/2025-09-05/cesifo-area-conference-economics-education-2025 @raffasadun.bsky.social @sandramcnally.bsky.social @christinafelfe.bsky.social @singhabhi.bsky.social …
3377
Ludger Woessmann @woessmann.bsky.social · 01/09/2025
"Skills and Earnings: A Multidimensional Perspective on Human Capital" Final version now out in Vol. 17 of the Annual Review of Economics (Open Access): www.annualreviews.org/content/jour...
0171
Ludger Woessmann @woessmann.bsky.social · 07/07/2025
110
Ludger Woessmann @woessmann.bsky.social · 07/07/2025
No bias from differential selectivity of test taking in EPI & TOEFL: a) Results in representative (but self-rated) AES as large as non-representative (but standardized-test) EPI b) Results robust to controlling for number of TOEFL test takers 10/12
250
Ludger Woessmann @woessmann.bsky.social · 07/07/2025
Placebo test: no effect of subtitling on native-language reading Effect is robust to accounting for ▶️ similarity of local languages with English ▶️ size of country populations & language communities ▶️ starting age & instruction time of foreign-language teaching in schools 9/12
190
Ludger Woessmann @woessmann.bsky.social · 07/07/2025
Effect is larger for listening & speaking skills 🗣️ than for reading 📚 ➡️ Consistent with learning from oral TV transmission Effect strongest in youngest age group (16-34) 👧 but also large for those aged 35-55 & 56-75 👵 8/12
1100
Ludger Woessmann @woessmann.bsky.social · 07/07/2025
We find a very strong positive effect of subtitling on English proficiency of population Effects are huge: > 1 SD❗️ Consistent across 3 measures: 1⃣ English Proficiency Index (EPI) 2⃣ Test of English as a Foreign Language (TOEFL) 3⃣ Adult Education Survey (AES) 7/12
1151
Ludger Woessmann @woessmann.bsky.social · 07/07/2025
▶️ Cross-country between-subject approach: We identify the causal effect of subtitling in a difference-in-differences specification that compares 1⃣ English to math skills (1st diff) 2⃣ in European countries that do & do not use subtitles (2nd diff) 6/12
1142
Ludger Woessmann @woessmann.bsky.social · 07/07/2025
Non-English-speaking European countries: prevalent exposure to English media Basic choice (subtitle/dub): historical after emergence of sound film in 1920s But if related to other country characteristics associated with general skill levels, simple comparisons misleading 5/12
2141
Ludger Woessmann @woessmann.bsky.social · 07/07/2025
❓Why do the Nordics & Dutch speak English so much better than the Germans, Italians & French? ➡️ New Working Paper: Out-of-School Learning: Subtitling vs. Dubbing and the Acquisition of Foreign-Language Skills w/ F. Baumeister & E. Hanushek www.nber.org/papers/w33984 A 🧵 1/12
1124172
Ludger Woessmann @woessmann.bsky.social · 23/06/2025
Results are consistent for 6 additional countries with more limited regional achievement data 🇧🇷 🇨🇦 🇩🇪 🇰🇿 🇲🇽 🇪🇸 8/9
100
Ludger Woessmann @woessmann.bsky.social · 23/06/2025
Finding is confirmed in identification strategy that employs variation in ancestry countries of current population of 🇺🇸 states 7/9
100
Ludger Woessmann @woessmann.bsky.social · 23/06/2025
▶️ Main result: Patience is strongly positively associated with student achievement across regions in both countries Accounts for ¾ of achievement variation across 🇮🇹 regions and ⅓ across 🇺🇸 states Lower 🇺🇸 estimate possibly related to internal mobility 6/9
100
Ludger Woessmann @woessmann.bsky.social · 23/06/2025
We validate the approach with a cross-country analysis of patience and Facebook interests 5/9
100
Ludger Woessmann @woessmann.bsky.social · 23/06/2025
We combine the massive data available from social media – Facebook interests – with machine-learning algorithms to construct novel regional measures of patience within 🇮🇹 Italy & 🇺🇸 United States Geographic patterns of patience coincide with longstanding North-South disparities 4/9
110
Ludger Woessmann @woessmann.bsky.social · 23/06/2025
📢 New paper in the Economic Journal (@resmedia.bsky.social): 👉 Differences in patience can account for substantial regional variation in educational achievement within countries Data on Facebook interests allow us to derive regional measures of patience academic.oup.com/ej/advance-a... A 🧵 1/9
14316
Ludger Woessmann @woessmann.bsky.social · 09/05/2025
👇 See the program of our 📢 3rd CESifo/ifo Junior Workshop on the Economics of Education 🚀 Starting on Monday! Keynotes: Alexander Willén & @alexeble.bsky.social What a tough choice from 160 submissions www.ifo.de/en/cesifo/ev... @caterinapavese.bsky.social @cesifo.org @ifoeducation.bsky.social
12716
Ludger Woessmann @woessmann.bsky.social · 08/05/2025
💵Gender skill differences rationalize 60% of the gender gap in job-based earnings Skills matter much more than traditional education/experience metrics🎯 7/⚖️
110
Ludger Woessmann @woessmann.bsky.social · 08/05/2025
👩‍🦰👨‍🦱In a simple quantitative exercise, this gender skill gap is fully accounted for by reduced work hours⏰after motherhood ➡️ slower on-the-job skill accumulation🍼 It is unlikely to be driven by gender differences in overreporting, profile updating, or occupational choice 6/🛤️
131