Quasi-experimental Estimates of the Effect of Class Size on Achievement in Norway
AbstractUsing a comprehensive Norwegian administrative database, we exploit independent quasi-experimental methods to estimate the effect of class size on student achievement at the end of lower-secondary school. Identification based on maximum class-size rules and population variation (and variations on these methods) give very similar estimates. We cannot reject that the class-size effect is equal to zero, and can rule out effects as small as 1.5 percent of a standard deviation for a one-student change in class size during three consecutive years. Copyright � The editors of the "Scandinavian Journal of Economics" 2008 .
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Bibliographic InfoArticle provided by Wiley Blackwell in its journal Scandinavian Journal of Economics.
Volume (Year): 110 (2008)
Issue (Month): 4 (December)
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Web page: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9442
Other versions of this item:
- Leuven, Edwin & Oosterbeek, Hessel & Rønning, Marte, 2008. "Quasi-Experimental Estimates of the Effect of Class Size on Achievement in Norway," IZA Discussion Papers 3474, Institute for the Study of Labor (IZA).
- Marte Rønning & Edvin Leuven & Hessel Oosterbeek, 2008. "Quasi-experimental estimates of the effect of class size on achievement in Norway," Working Paper Series 9308, Department of Economics, Norwegian University of Science and Technology.
- I2 - Health, Education, and Welfare - - Education
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Blog mentionsAs found by EconAcademics.org, the blog aggregator for Economics research:
- The Practical Tradeoff Between Class Size and Teacher Quality
by Andrew Leigh in Core Economics on 2009-07-13 23:39:30
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