Teachers' Training, Class Size and Students' Outcomes: Learning from Administrative Forecasting Mistakes
AbstractThis article uses a feature of the French system in which some novice teachers start their jobs before receiving any training. Moreover, thanks to administrative mistakes in forecasting the number of teachers, trained and untrained novice teachers are similar in 1991. We show that they are assigned to similar classes. In addition, we show that the same sample can be used to estimate the causal effect of class size. Our findings are: (1) teachers' training substantially improves students' test scores in mathematics, except for initially low-achieving students; (2) a small class is beneficial to students, especially to low-achieving ones. Copyright � The Author(s). Journal compilation � Royal Economic Society 2009.
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Bibliographic InfoArticle provided by Royal Economic Society in its journal The Economic Journal.
Volume (Year): 119 (2009)
Issue (Month): 536 (03)
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Other versions of this item:
- Pascal BRESSOUX, Francis KRAMARZ, Corinne PROST, 2008. "“Teachers’ Training, Class Size and Students’ Outcomes : Learning from Administrative Forecasting Mistakes”," Working Papers 2008-28, Centre de Recherche en Economie et Statistique.
- Bressoux, Pascal & Kramarz, Francis & Prost, Corinne, 2008. "Teachers' Training, Class Size and Students' Outcomes: Learning from Administrative Forecasting Mistakes," IZA Discussion Papers 3871, Institute for the Study of Labor (IZA).
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
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- Torberg Falch & Kaare Johansen & Bjarne Stroem, 2008.
"Teacher shortages and the business cycle,"
Working Paper Series
9608, Department of Economics, Norwegian University of Science and Technology.
- Stephen Gibbons & Sandra McNally, 2013. "The Effects of Resources Across School Phases: A Summary of Recent Evidence," CEP Discussion Papers dp1226, Centre for Economic Performance, LSE.
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