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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.

Suggested Citation

  • 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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    References listed on IDEAS

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    JEL classification:

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

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