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Teachers' Training, Class Size and Students' Outcomes: Learning from Administrative Forecasting Mistakes

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  • Pascal Bressoux
  • Francis Kramarz
  • Corinne Prost

Abstract

This 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 Info

Article provided by Royal Economic Society in its journal The Economic Journal.

Volume (Year): 119 (2009)
Issue (Month): 536 (03)
Pages: 540-561

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Handle: RePEc:ecj:econjl:v:119:y:2009:i:536:p:540-561

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Cited by:
  1. Falch, Torberg & Johansen, Kåre & Strøm, Bjarne, 2009. "Teacher shortages and the business cycle," Labour Economics, Elsevier, vol. 16(6), pages 648-658, December.
  2. 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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