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Kleinere Klassen = bessere Leistungen?

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  • Ludger Wößmann

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Abstract

Welche Reformen sollten im deutschen Schulsystem umgesetzt werden? In dieser und den kommenden drei Ausgaben des ifo Schnelldienstes berichtet die Artikelserie "Ökonomische Beiträge zur Schuldebatte" über die Befunde zahlreicher Forschungsarbeiten der Abteilung Humankapital und Strukturwandel des ifo Instituts zu vier bildungspolitisch zentralen Themenbereichen. Dazu wird mit Hilfe umfangreicher empirischer Untersuchungsmethoden ermittelt, was man aus den internationalen Schülerleistungsvergleichen wie PISA, IGLU und TIMSS für die deutsche Schulpolitik lernen kann. Der vorliegende Artikel beschäftigt sich mit der Frage, inwieweit durch kleinere Schulklassengrößen die Leistungen der Schüler verbessert werden können. Die durchgeführten mikroökonometrische Studien kommen zu dem Ergebnis, dass eine Verkleinerung der Klassen zu keinen größeren Lerneffekten führt.

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File URL: http://www.cesifo-group.de/portal/page/portal/DocBase_Content/ZS/ZS-ifo_Schnelldienst/zs-sd-2005/ifosd_2005_17_2.pdf
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Bibliographic Info

Article provided by Ifo Institute for Economic Research at the University of Munich in its journal ifo Schnelldienst.

Volume (Year): 58 (2005)
Issue (Month): 17 (09)
Pages: 06-15

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Handle: RePEc:ces:ifosdt:v:58:y:2005:i:17:p:06-15

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Related research

Keywords: Schule; Bildung; Bildungspolitik; Schulpolitik; Bildungsfinanzierung; Ausgaben; Deutschland;

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References

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  1. Fertig, Michael & Wright, Robert E., 2004. "School Quality, Educational Attainment and Aggregation Bias," IZA Discussion Papers 994, Institute for the Study of Labor (IZA).
  2. Robert J. Barro, 2001. "Human Capital and Growth," American Economic Review, American Economic Association, vol. 91(2), pages 12-17, May.
  3. Martin R. West & Ludger Woessmann, 2003. "Which School Systems Sort Weaker Students into Smaller Classes? International Evidence," CESifo Working Paper Series 1054, CESifo Group Munich.
  4. James Heckman & Pedro Carneiro, 2003. "Human Capital Policy," NBER Working Papers 9495, National Bureau of Economic Research, Inc.
  5. Wößmann, Ludger & West, Martin R., 2006. "Class-size effects in school systems around the world: Evidence from between-grade variation in TIMSS," Munich Reprints in Economics 19673, University of Munich, Department of Economics.
  6. Alan Krueger, 1997. "Experimental Estimates of Education Production Functions," Working Papers 758, Princeton University, Department of Economics, Industrial Relations Section..
  7. Gundlach, Erich & Wossmann, Ludger & Gmelin, Jens, 2001. "The Decline of Schooling Productivity in OECD Countries," Economic Journal, Royal Economic Society, vol. 111(471), pages C135-47, May.
  8. Caroline M. Hoxby, 2000. "The Effects Of Class Size On Student Achievement: New Evidence From Population Variation," The Quarterly Journal of Economics, MIT Press, vol. 115(4), pages 1239-1285, November.
  9. Ludger Wößmann, 2003. "Returns to education in Europe," Review of World Economics (Weltwirtschaftliches Archiv), Springer, vol. 139(2), pages 348-376, June.
  10. Ludger Wösmann, 2005. "Educational production in Europe," Economic Policy, CEPR & CES & MSH, vol. 20(43), pages 445-504, 07.
  11. Ludger Woszmann, 2003. "Specifying Human Capital," Journal of Economic Surveys, Wiley Blackwell, vol. 17(3), pages 239-270, 07.
  12. Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule To Estimate The Effect Of Class Size On Scholastic Achievement," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 533-575, May.
  13. S. Illeris & G. Akehurst, 2002. "Introduction," The Service Industries Journal, Taylor & Francis Journals, vol. 22(1), pages 1-3, January.
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Cited by:
  1. 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.

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