Identifying class size effects in developing countries : evidence from rural schools in Bolivia
AbstractAlthough 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 InfoPaper provided by The World Bank in its series Policy Research Working Paper Series with number 2711.
Date of creation: 30 Nov 2001
Date of revision:
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;
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