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Educational production in Europe

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  • Ludger Wösmann

Abstract

"Available data and recently developed estimation methods make it possible to assess school performance in terms of a production process, where 'inputs' of students, teachers, and resources are combined to create a very important 'output': the cognitive skills of students. This paper estimates the education production function using representative samples of middle-school students in 15 West European countries. The size of teaching classes is a particularly important feature of the educational production process because it can be relatively easily manipulated by policy makers. However, no statistically and economically significant class-size effect is detected by any of the evidence considered in this paper. The results suggest that, at least in the context of the resources and organizational structure of West European lower secondary education systems, expensive across-the-board reduction of class sizes is extremely unlikely to foster student learning." Copyright � CEPR, CES, MSH, 2005.

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Bibliographic Info

Article provided by CEPR & CES & MSH in its journal Economic Policy.

Volume (Year): 20 (2005)
Issue (Month): 43 (07)
Pages: 445-504

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Handle: RePEc:bla:ecpoli:v:20:y:2005:i:43:p:445-504

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Cited by:
  1. Ludger Woessmann, 2010. "Cross-Country Evidence on Teacher Performance Pay," CESifo Working Paper Series 3151, CESifo Group Munich.
  2. Lounkaew, Kiatanantha, 2013. "Explaining urban–rural differences in educational achievement in Thailand: Evidence from PISA literacy data," Economics of Education Review, Elsevier, vol. 37(C), pages 213-225.
  3. Wößmann, Ludger, 2010. "Institutional Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries," Munich Reprints in Economics 19681, University of Munich, Department of Economics.
  4. Cohen-Zada, Danny & Gradstein, Mark & Reuven, Ehud, 2009. "Class Size and the Regression Discontinuity Design: The Case of Public Schools," IZA Discussion Papers 4679, Institute for the Study of Labor (IZA).
  5. Ludger Wößmann, 2005. "Kleinere Klassen = bessere Leistungen?," Ifo Schnelldienst, Ifo Institute for Economic Research at the University of Munich, vol. 58(17), pages 06-15, 09.
  6. Joshua D. Angrist & Erich Battistin & Daniela Vuri, 2014. "In a Small Moment: Class Size and Moral Hazard in the Mezzogiorno," NBER Working Papers 20173, National Bureau of Economic Research, Inc.
  7. Schlotter, Martin & Schwerdt, Guido & Wößmann, Ludger, 2011. "Econometric methods for causal evaluation of education policies and practices: A non-technical guide," Munich Reprints in Economics 19780, University of Munich, Department of Economics.
  8. Eric Hanushek & Ludger Woessmann, 2008. "The Role of Cognitive Skills in Economic Development," Discussion Papers 07-034, Stanford Institute for Economic Policy Research.
  9. Timo Boppart & Josef Falkinger & Volker Grossmann & Ulrich Woitek & Gabriela Wüthrich, 2008. "Qualifying Religion: The Role of Plural Identities for Educational Production," IEW - Working Papers 360, Institute for Empirical Research in Economics - University of Zurich.
  10. Woessmann, Ludger, 2007. "Fundamental Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries," IZA Discussion Papers 2880, Institute for the Study of Labor (IZA).
  11. Wößmann, Ludger, 2006. "Bildungspolitische Lehren aus den internationalen Schülertests: Wettbewerb, Autonomie und externe Leistungsüberprüfung," Munich Reprints in Economics 19653, University of Munich, Department of Economics.
  12. Cohen-Zada, Danny & Gradstein, Mark & Reuven, Ehud, 2013. "Allocation of students in public schools: Theory and new evidence," Economics of Education Review, Elsevier, vol. 34(C), pages 96-106.

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