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Class Size, Instruction Time and Central Exit Examinations : disentangling the Relative Contributions to Scholastic Achievement

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  • Christian Wiermann

    ()
    (Department of Economics, University of Konstanz)

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    Abstract

    We analyze the effects of instruction time and class size on student achievement in Germany. Using econometric evaluation techniques we are able to deal with unobserved heterogeneity in the student body. Specifically we apply first-difference methods and matching across subjects to control for overall student ability and specific skills. We find that an increase in class size reduces the performance of the students, while additional lessons improve the test score achievement. Both effects differ across federal states and individuals: Additional instruction time in states with central exit examinations enhances performance, while there is no effect in states without central exit examinations and more able students profit more from additional lessons as compared to their less able fellow students. We furthermore show that that reductions in class size accompanied by a decrease in instruction time can be a cost neutral instrument to raise student performance in states with central exit examinations.

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    Bibliographic Info

    Paper provided by Research Group Heterogeneous Labor, University of Konstanz/ZEW Mannheim in its series Working Papers of the Research Group Heterogenous Labor with number 05-04.

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    Length: 18 pages
    Date of creation: 26 Apr 2005
    Date of revision:
    Handle: RePEc:knz:hetero:0504

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    Postal: D-78457 Konstanz
    Phone: +49 7531 88 2314
    Fax: +49-7531-88-2145
    Web page: http://www.uni-konstanz.de/forschergruppewiwi
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    Related research

    Keywords: Educational Economics ; PISA ; Instruction Time ; Class Size;

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    References

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    1. Wo[ss]mann, Ludger & West, Martin, 2006. "Class-size effects in school systems around the world: Evidence from between-grade variation in TIMSS," European Economic Review, Elsevier, vol. 50(3), pages 695-736, April.
    2. Alan B. Krueger, 1997. "Experimental Estimates of Education Production Functions," NBER Working Papers 6051, National Bureau of Economic Research, Inc.
    3. Mikael Lindahl, 2005. "Home versus School Learning: A New Approach to Estimating the Effect of Class Size on Achievement," Scandinavian Journal of Economics, Wiley Blackwell, vol. 107(2), pages 375-394, 06.
    4. Wößmann, Ludger, 2002. "Central Exams Improve Educational Performance: International Evidence," Kiel Discussion Papers 397, Kiel Institute for the World Economy (IfW).
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    Cited by:
    1. Steven G. Rivkin & Jeffrey C. Schiman, 2013. "Instruction Time, Classroom Quality, and Academic Achievement," NBER Working Papers 19464, National Bureau of Economic Research, Inc.

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