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Kleinere Klassen = bessere Leistungen?

  • Ludger Wößmann

    ()

Welche Reformen sollten im deutschen Schulsystem umgesetzt werden? In dieser und den kommenden drei Ausgaben des ifo Schnelldienstes berichtet die Artikelserie "Ökonomische Beiträge zur Schuldebatte" über die Befunde zahlreicher Forschungsarbeiten der Abteilung Humankapital und Strukturwandel des ifo Instituts zu vier bildungspolitisch zentralen Themenbereichen. Dazu wird mit Hilfe umfangreicher empirischer Untersuchungsmethoden ermittelt, was man aus den internationalen Schülerleistungsvergleichen wie PISA, IGLU und TIMSS für die deutsche Schulpolitik lernen kann. Der vorliegende Artikel beschäftigt sich mit der Frage, inwieweit durch kleinere Schulklassengrößen die Leistungen der Schüler verbessert werden können. Die durchgeführten mikroökonometrische Studien kommen zu dem Ergebnis, dass eine Verkleinerung der Klassen zu keinen größeren Lerneffekten führt.

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File URL: http://www.cesifo-group.de/portal/page/portal/DocBase_Content/ZS/ZS-ifo_Schnelldienst/zs-sd-2005/ifosd_2005_17_2.pdf
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Article provided by Ifo Institute for Economic Research at the University of Munich in its journal ifo Schnelldienst.

Volume (Year): 58 (2005)
Issue (Month): 17 (09)
Pages: 06-15

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Handle: RePEc:ces:ifosdt:v:58:y:2005:i:17:p:06-15
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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. 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, vol. 114(2), pages 533-575, May.
  3. West, Martin R. & Wößmann, Ludger, 2006. "Which school systems sort weaker students into smaller classes? International evidence," Munich Reprints in Economics 19694, University of Munich, Department of Economics.
  4. Ludger Woszmann, 2003. "Specifying Human Capital," Journal of Economic Surveys, Wiley Blackwell, vol. 17(3), pages 239-270, 07.
  5. Wößmann, Ludger, 2005. "Educational production in Europe," Munich Reprints in Economics 19656, University of Munich, Department of Economics.
  6. Hans J. Baumgartner, 2003. "Kleinere Schulklassen: Wirklich nützlich?: Für Westdeutschland zeigt sich kein Einfluss auf Einstiegsgehälter," DIW Wochenbericht, DIW Berlin, German Institute for Economic Research, vol. 70(42), pages 638-640.
  7. Fertig, Michael & Wright, Robert E., 2005. "School quality, educational attainment and aggregation bias," Economics Letters, Elsevier, vol. 88(1), pages 109-114, July.
  8. James Heckman & Pedro Carneiro, 2003. "Human Capital Policy," NBER Working Papers 9495, National Bureau of Economic Research, Inc.
  9. Caroline M. Hoxby, 2000. "The Effects Of Class Size On Student Achievement: New Evidence From Population Variation," The Quarterly Journal of Economics, MIT Press, vol. 115(4), pages 1239-1285, November.
  10. Erich Gundlach & Ludger Wößmann & Jens Gmelin, 1999. "The Decline of Schooling Productivity in OECD Countries," Kiel Working Papers 926, Kiel Institute for the World Economy.
  11. S. Illeris & G. Akehurst, 2002. "Introduction," The Service Industries Journal, Taylor & Francis Journals, vol. 22(1), pages 1-3, January.
  12. Alan B. Krueger, 1999. "Experimental Estimates Of Education Production Functions," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 497-532, May.
  13. Wößmann, Ludger, 2003. "Returns to education in Europe," Munich Reprints in Economics 19662, University of Munich, Department of Economics.
  14. Robert J. Barro, 2001. "Human Capital and Growth," American Economic Review, American Economic Association, vol. 91(2), pages 12-17, May.
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