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Teachers’ Training, Class Size and Students’ Outcomes: Learning from Administrative Forecasting Mistakes

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  • Pascal Bressoux
  • Francis Kramarz
  • Corinne Prost

Abstract

This article uses a feature of the French system in which some novice teachers start their jobs before receiving any training. Moreover, thanks to administrative mistakes in forecasting the number of teachers, trained and untrained novice teachers are similar in 1991. We show that they are assigned to similar classes. In addition, we show that the same sample can be used to estimate the causal effect of class size. Our findings are: (1) teachers’ training substantially improves students’ test scores in mathematics, except for initially low‐achieving students; (2) a small class is beneficial to students, especially to low‐achieving ones.

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  • Pascal Bressoux & Francis Kramarz & Corinne Prost, 2009. "Teachers’ Training, Class Size and Students’ Outcomes: Learning from Administrative Forecasting Mistakes," Economic Journal, Royal Economic Society, vol. 119(536), pages 540-561, March.
    • Handle: RePEc:wly:econjl:v:119:y:2009:i:536:p:540-561
    DOI: 10.1111/j.1468-0297.2008.02247.x
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    Cited by:

    1. Falch, Torberg & Johansen, Kåre & Strøm, Bjarne, 2009. "Teacher shortages and the business cycle," Labour Economics, Elsevier, vol. 16(6), pages 648-658, December.
    2. Maximilian Bach & Stephan Sievert, 2019. "Birth Cohort Size Variation and the Estimation of Class Size Effects," Discussion Papers of DIW Berlin 1817, DIW Berlin, German Institute for Economic Research.
    3. Bouguen, Adrien, 2016. "Adjusting content to individual student needs: Further evidence from an in-service teacher training program," Economics of Education Review, Elsevier, vol. 50(C), pages 90-112.
    4. Tanoli, Mubashar Farooq, 2016. "Impact of Training and Mentoring on Employee Performance - Empirical analysis of Public and Private Universities’ staff members of Islamabad," MPRA Paper 74956, University Library of Munich, Germany, revised 07 Nov 2016.
    5. Hideo Akabayashi & Ryosuke Nakamura, 2014. "Can Small Class Policy Close the Gap? An Empirical Analysis of Class Size Effects in Japan," The Japanese Economic Review, Japanese Economic Association, vol. 65(3), pages 253-281, September.
    6. Alexis Le Chapelain, 2014. "Market for education and student achievement [Marché de l’éducation et réussite scolaire]," SciencePo Working papers Main tel-03510563, HAL.
    7. Christopher Jepsen, 2015. "Class size: Does it matter for student achievement?," IZA World of Labor, Institute of Labor Economics (IZA), pages 190-190, September.
    8. Adrien Bouguen & Julien Grenet & Marc Gurgand, 2017. "Does class size influence student achievement?," Post-Print halshs-02522747, HAL.
    9. Abou, Pokou Edouard, 2015. "Incidence du travail domestique, des caractéristiques de l’école et du ménage sur les résultats scolaires des filles en Côte d’Ivoire [Incidence of domestic work, school and household characteristi," MPRA Paper 43976, University Library of Munich, Germany.
    10. Adrien Bouguen & Julien Grenet & Marc Gurgand, 2017. "Does class size influence student achievement?," Post-Print halshs-02522747, HAL.
    11. Abou, Pokou Edouard, 2016. "Does Domestic Work Affect the Academic Performance of Girls in Primary School in Côte d’Ivoire? Empirical Evidence from Probit Model," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 12(35), pages 368-381.
    12. Alexis Le Chapelain, 2014. "Market for education and student achievement [Marché de l’éducation et réussite scolaire]," SciencePo Working papers tel-03510563, HAL.
    13. Adrien Bouguen & Julien Grenet & Marc Gurgand, 2017. "La taille des classes influence-t-elle la réussite scolaire ?," Institut des Politiques Publiques hal-02453596, HAL.
    14. Adrien Bouguen & Julien Grenet & Marc Gurgand, 2017. "La taille des classes influence-t-elle la réussite scolaire ?," Post-Print hal-02453596, HAL.
    15. Tumen, Semih & Vlassopoulos, Michael & Wahba, Jackline, 2021. "Training Teachers for Diversity Awareness: Impact on School Attendance of Refugee Children," IZA Discussion Papers 14557, Institute of Labor Economics (IZA).
    16. Léonard Moulin, 2023. "Do private schools increase academic achievement? Evidence from France," Education Economics, Taylor & Francis Journals, vol. 31(2), pages 247-274, March.
    17. Schiltz, Fritz & Mazrekaj, Deni & Horn, Daniel & De Witte, Kristof, 2019. "Does it matter when your smartest peers leave your class? Evidence from Hungary," Labour Economics, Elsevier, vol. 59(C), pages 79-91.
    18. Bonev, Petyo & Glachant, Matthieu & Söderberg, Magnus, 2018. "A Mechanism for Institutionalised Threat of Regulation: Evidence from the Swedish District Heating Market," Economics Working Paper Series 1805, University of St. Gallen, School of Economics and Political Science.
    19. 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.
    20. repec:spo:wpmain:info:hdl:2441/1jgbspo1909q48svne93o55rca is not listed on IDEAS
    21. Graham McKee & Katharine Sims & Steven Rivkin, 2015. "Disruption, learning, and the heterogeneous benefits of smaller classes," Empirical Economics, Springer, vol. 48(3), pages 1267-1286, May.
    22. repec:hal:spmain:info:hdl:2441/1jgbspo1909q48svne93o55rca is not listed on IDEAS
    23. Alberto Bucci & Klaus Prettner, 2020. "Endogenous education and the reversal in the relationship between fertility and economic growth," Journal of Population Economics, Springer;European Society for Population Economics, vol. 33(3), pages 1025-1068, July.

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    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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