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The effect of class size on student achievement: evidence from Bangladesh

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  • M. Niaz Asadullah

Abstract

This study examines the effect of class size on student achievement in Bangladesh using national secondary school survey data. A Ministry of Education rule regarding allocation of teachers to secondary grades is exploited to construct an instrument for class size. This rule causes a discontinuity between grade enrolment and class size thereby generating exogenous variation in the latter. It is found that OLS and IV estimates of class size effects have perverse signs: both yield a positive coefficient on the class size variable. The results suggest that reduction in class size in secondary grades is not efficient in a developing country like Bangladesh. Last, as by-product, some evidence is found suggesting that greater competition among schools improve student achievement.

Suggested Citation

  • M. Niaz Asadullah, 2005. "The effect of class size on student achievement: evidence from Bangladesh," Applied Economics Letters, Taylor & Francis Journals, vol. 12(4), pages 217-221.
    • Handle: RePEc:taf:apeclt:v:12:y:2005:i:4:p:217-221
    DOI: 10.1080/1350485042000323608
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    References listed on IDEAS

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