“Teachers’ Training, Class Size and Students’ Outcomes : Learning from Administrative Forecasting Mistakes”
AbstractThis paper uses a feature of the French system in which some novice teachers start their jobsbefore receiving any training. Moreover, thanks to administrative mistakes in forecasting thenumber of teachers, trained and untrained novice teachers are similar in 1991. We show thatthey are assigned to similar classes. In addition, we show that the same sample can be used toestimate the causal effect of class size. Our findings are: (1) teachers’ training substantiallyimproves students’ test scores in mathematics, except for initially low-achieving students; (2) asmall class is beneficial to students, especially to low-achieving ones.
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Bibliographic InfoPaper provided by Centre de Recherche en Economie et Statistique in its series Working Papers with number 2008-28.
Date of creation: 2008
Date of revision:
Other versions of this item:
- Pascal Bressoux & Francis Kramarz & Corinne Prost, 2009. "Teachers' Training, Class Size and Students' Outcomes: Learning from Administrative Forecasting Mistakes," Economic Journal, Royal Economic Society, vol. 119(536), pages 540-561, 03.
- 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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- Falch, Torberg & Johansen, Kåre & Strøm, Bjarne, 2009.
"Teacher shortages and the business cycle,"
Elsevier, vol. 16(6), pages 648-658, December.
- 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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