Class Size Effects: Evidence Using a New Estimation Technique
AbstractThis paper estimates the marginal effect of class size on educational attainment of high school students. We control for the potential endogeneity of class size in two ways using a conventional instrumental variable approach, based on changes in cohort size, and an alternative method where identification is based on restriction on higher moments. The data is drawn from the Program for International Student Assessment (PISA) collected in 2003 for the United States and the United Kingdom. Using either method or the two in conjunction leads to the conclusion that increases in class size lead to improvements in student’s mathematics scores. Only the results for the United Kingdom are statistically significant.
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Bibliographic InfoPaper provided by School Of Economics, University College Dublin in its series Working Papers with number 201039.
Length: 26 pages
Date of creation: 09 Dec 2010
Date of revision:
class sizes; educational production;
Other versions of this item:
- Kevin Denny & Veruska Oppedisano, 2010. "Class size effects: evidence using a new estimation technique," Working Papers 201051, Geary Institute, University College Dublin.
- NEP-ALL-2010-12-18 (All new papers)
- NEP-EDU-2010-12-18 (Education)
- NEP-LAB-2010-12-18 (Labour Economics)
You can help add them by filling out this form.
Blog mentionsAs found by EconAcademics.org, the blog aggregator for Economics research:
- Class Sizes Revisited: Denny and Oppedisano
by Liam Delaney in The Irish Economy on 2010-12-07 22:29:20
- New evidence on class size effects
by Kevin Denny in Geary Behaviour Centre on 2010-12-07 13:58:00
- 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.
- Vinod Mishra & Russell Smyth, 2012. "Are More Senior Academics Really More Research Productive than Junior Academics? Evidence from Australian Law Schools," Monash Economics Working Papers 47-12, Monash University, Department of Economics.
- Vinod Mishra & Russell Smyth, 2012. "Returns to Schooling in Urban China: New Evidence Using Heteroskedasticity Restrictions to Obtain Identification Without Exclusion Restrictions," Monash Economics Working Papers 33-12, Monash University, Department of Economics.
- Vinod Mishra & Russell Smyth, 2012. "It Pays to Be Happy (If You are a Man): Subjective Wellbeing and the Gender Wage Gap in Urban China," Monash Economics Working Papers 51-12, Monash University, Department of Economics.
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