Teachers’ Training, Class Size and Students’ Outcomes : Learning from Administrative Forecasting Mistakes
This paper uses a feature of the French system in which some novice teachers start their jobsbefore receiving any training. Moreover, thanks to administrative mistakes in forecasting thenumber of teachers, trained and untrained novice teachers are similar in 1991. We show thatthey are assigned to similar classes. In addition, we show that the same sample can be used toestimate the causal effect of class size. Our findings are: (1) teachers’ training substantiallyimproves students’ test scores in mathematics, except for initially low-achieving students; (2) asmall class is beneficial to students, especially to low-achieving ones.
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