Central exit examinations increase performance... but take the fun out of mathematics

We study the causal effect of state-mandated (central) exit examinations (CEEs) on student performance in Germany and find a small positive effect. We also investigate what actually drives this effect. We find that the teachers’ main reaction to CEEs is to increase the amount of homework and to check and discuss homework more often. Students report increased learning pressure, which has sizeable negative effects on student attitudes toward learning. Students who take central exit exams in mathematics like mathematics less, think it is less easy, and are more likely to find it boring.