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Identifying class size effects in developing countries : evidence from rural schools in Bolivia

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  • Urquiola, Miguel

Abstract

Although class size has attracted great interest as a policy instrument, inferences on its effects are controversial. Recent work highlights a particular way to consider the endogeneity issues that affect this variable: class size is often correlated with enrollment, which may in turn be related to socioeconomic status. In Bolivia, the author shows, these correlations are significant. Building from institutional arrangements that determine pupil-teacher ratios in rural areas, the author implements two research designs to deal with this issue. The first uses a teacher allocation pattern as an instrumental variable; the second relies on variation from remote schools with a single class per grade. Both suggest that class size has a negative effect on test scores.

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Bibliographic Info

Paper provided by The World Bank in its series Policy Research Working Paper Series with number 2711.

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Date of creation: 30 Nov 2001
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Handle: RePEc:wbk:wbrwps:2711

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Related research

Keywords: Teaching and Learning; Education Reform and Management; Primary Education; Public Health Promotion; Health Monitoring&Evaluation; Teaching and Learning; Education Reform and Management; Primary Education; Gender and Education; Health Monitoring&Evaluation;

References

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  1. David Card & Alan Krueger, 1990. "Does School Quality Matter? Returns to Education and the Characteristics of Public Schools in the United States," Working Papers 645, Princeton University, Department of Economics, Industrial Relations Section..
  2. Boozer, M. & Rouse, C., 1995. "Intraschool Variation in Class Size: Patterns and Implications," Papers, Yale - Economic Growth Center 728, Yale - Economic Growth Center.
  3. Michael Boozer & Cecilia Rouse, 1995. "Intraschool Variation in Class Size: Patterns and Implications," NBER Working Papers 5144, National Bureau of Economic Research, Inc.
  4. Alan Krueger, 1997. "Experimental Estimates of Education Production Functions," Working Papers 758, Princeton University, Department of Economics, Industrial Relations Section..
  5. Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September.
  6. repec:fth:prinin:344 is not listed on IDEAS
  7. Deaton, A. & Case, A., 1998. "School Quality and Educational Outcomes in South Africa," Papers, Princeton, Woodrow Wilson School - Development Studies 184, Princeton, Woodrow Wilson School - Development Studies.
  8. Caroline Minter Hoxby, 1994. "Does Competition Among Public Schools Benefit Students and Taxpayers?," NBER Working Papers 4979, National Bureau of Economic Research, Inc.
  9. Akerhielm, Karen, 1995. "Does class size matter?," Economics of Education Review, Elsevier, vol. 14(3), pages 229-241, September.
  10. Behrman, Jere R & Birdsall, Nancy, 1983. "The Quality of Schooling: Quantity Alone is Misleading," American Economic Review, American Economic Association, vol. 73(5), pages 928-46, December.
  11. Michael Boozer & Cecilia Rouse, 1995. "Intraschool Variation in Class Size: Patterns and Implications," Working Papers 723, Princeton University, Department of Economics, Industrial Relations Section..
  12. Kremer, Michael R, 1995. "Research on Schooling: What We Know and What We Don't: A Comment," World Bank Research Observer, World Bank Group, World Bank Group, vol. 10(2), pages 247-54, August.
  13. Alejandra Mizala & Pilar Romaguera & Teresa Reinaga, 1999. "Factores que inciden en el rendimiento escolar en Bolivia," Documentos de Trabajo, Centro de Economía Aplicada, Universidad de Chile 61, Centro de Economía Aplicada, Universidad de Chile.
  14. Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule To Estimate The Effect Of Class Size On Scholastic Achievement," The Quarterly Journal of Economics, MIT Press, MIT Press, vol. 114(2), pages 533-575, May.
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