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Can Small Class Policy Close the Gap? An Empirical Analysis of Class Size Effects in Japan

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  • Hideo Akabayashi
  • Ryosuke Nakamura

Abstract

type="main"> Can smaller classes lead to better educational outcomes and greater equality in achievement? We estimate the causal effects of class size on achievement tests by using discontinuous changes in class size under the Japanese public compulsory education system. We employ a value-added model that uses achievement tests conducted at two different times during the same school year. Our results show that a reduction in class size has significantly positive effects on Japanese language test scores in the sixth grade, especially at schools in wealthy areas. However, we find no evidence that a universal small class policy closes the achievement gap among schools.

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  • Hideo Akabayashi & Ryosuke Nakamura, 2014. "Can Small Class Policy Close the Gap? An Empirical Analysis of Class Size Effects in Japan," The Japanese Economic Review, Japanese Economic Association, vol. 65(3), pages 253-281, September.
    • Handle: RePEc:bla:jecrev:v:65:y:2014:i:3:p:253-281
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    Cited by:

    1. ITO Hirotake & NAKAMURO Makiko & YAMAGUCHI Shintaro, 2019. "Effects of Class-Size Reduction on Cognitive and Non-Cognitive Skills," Discussion papers 19036, Research Institute of Economy, Trade and Industry (RIETI).
    2. Hirotake Ito & Makiko Nakamuro & Shintaro Yamaguchi, 2019. "Effects of Class-Size Reduction, On Cognitive and Non-cognitive Skills," CIRJE F-Series CIRJE-F-1113, CIRJE, Faculty of Economics, University of Tokyo.
    3. Christopher Jepsen, 2015. "Class size: Does it matter for student achievement?," IZA World of Labor, Institute of Labor Economics (IZA), pages 190-190, September.
    4. Hojo, Masakazu & Senoh, Wataru, 2019. "Do the disadvantaged benefit more from small classes? Evidence from a large-scale survey in Japan," Japan and the World Economy, Elsevier, vol. 52(C).
    5. Ito, Hirotake & Nakamuro, Makiko & Yamaguchi, Shintaro, 2020. "Effects of class-size reduction on cognitive and non-cognitive skills," Japan and the World Economy, Elsevier, vol. 53(C).
    6. Oikawa, Masato & Tanaka, Ryuichi & Bessho, Shun-ichiro & Noguchi, Haruko, 2020. "Do Class Size Reductions Protect Students from Infectious Disease? Lessons for COVID-19 Policy from Flu Epidemic in Tokyo Metropolitan Area," IZA Discussion Papers 13432, Institute of Labor Economics (IZA).
    7. Tanaka, Ryuichi & Ishizaki, Kazumi, 2018. "Do teaching practices matter for students’ academic achievement? A case of linguistic activity," Journal of the Japanese and International Economies, Elsevier, vol. 50(C), pages 26-36.
    8. Torsten Figueiredo Walter, 2020. "Misallocation in the Public Sector? Cross-Country Evidence from Two Million Primary Schools," STICERD - Economic Organisation and Public Policy Discussion Papers Series 70, Suntory and Toyota International Centres for Economics and Related Disciplines, LSE.

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