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Class size, teacher hours and educational attainment

Author

Listed:
  • Martin Browning

    (Institute of Economics, University of Copenhagen)

  • Eskil Heinesen

    (Institute of Local Government Studies, Copenhagen, Denmark)

Abstract

We employ a regression-discontinuity design to identify effects on educational attainment (years of education) of class size and the number of pupils per weekly teacher hour using administrative rules as instruments. We use a Danish administrative panel data set based on a 10% random sample of eight cohorts of pupils (and their parents). Restricting the sample to observations close to enrollment discontinuity points, instrumental variables estimates are consistently negative. Although the estimates are not very precisely determined, the point estimates indicate rather large positive effects of reducing class size, and especially of reducing the number of pupils per teacher hour.

Suggested Citation

  • Martin Browning & Eskil Heinesen, 2003. "Class size, teacher hours and educational attainment," CAM Working Papers 2003-15, University of Copenhagen. Department of Economics. Centre for Applied Microeconometrics, revised Jun 2005.
  • Handle: RePEc:kud:kuieca:2003_15
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    Citations

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    Cited by:

    1. Di Pietro, Giorgio, 2010. "The Impact of Degree Class on the First Destinations of Graduates: A Regression Discontinuity Approach," IZA Discussion Papers 4836, Institute for the Study of Labor (IZA).
    2. Kristoffersen, Jannie Helene Grøne & Krægpøth, Morten Visby & Nielsen, Helena Skyt & Simonsen, Marianne, 2015. "Disruptive school peers and student outcomes," Economics of Education Review, Elsevier, vol. 45(C), pages 1-13.
    3. Silva, Olmo, 2009. "Some Remarks on the Effectiveness of Primary Education Interventions," IZA Policy Papers 5, Institute for the Study of Labor (IZA).
    4. repec:bla:obuest:v:79:y:2017:i:5:p:654-688 is not listed on IDEAS
    5. Hægeland, Torbjørn & Raaum, Oddbjørn & Salvanes, Kjell G., 2012. "Pennies from heaven? Using exogenous tax variation to identify effects of school resources on pupil achievement," Economics of Education Review, Elsevier, vol. 31(5), pages 601-614.
    6. 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.
    7. Bethlehem Argaw & Patrick Puhani, 2017. "Does Class Size Matter for School Tracking Outcomes After Elementary School? Quasi-Experimental Evidence Using Administrative Panel Data from Germany," CReAM Discussion Paper Series 1715, Centre for Research and Analysis of Migration (CReAM), Department of Economics, University College London.
    8. Thomas S. Dee & Hans Henrik Sievertsen, 2018. "The gift of time? School starting age and mental health," Health Economics, John Wiley & Sons, Ltd., vol. 27(5), pages 781-802, May.
    9. Christopher Jepsen, 2015. "Class size: Does it matter for student achievement?," IZA World of Labor, Institute for the Study of Labor (IZA), pages 190-190, September.
    10. Hideo Akabayashi & Ryosuke Nakamura, 2012. "Can Small Class Policy Close The Gap? An Empirical Analysis Of Class Size Effects In Japan," Working Papers e51, Tokyo Center for Economic Research.
    11. Edwin Leuven & Hessel Oosterbeek & Marte Rønning, 2008. "Quasi-experimental Estimates of the Effect of Class Size on Achievement in Norway," Scandinavian Journal of Economics, Wiley Blackwell, vol. 110(4), pages 663-693, December.
    12. Cohen-Zada, Danny & Gradstein, Mark & Reuven, Ehud, 2013. "Allocation of students in public schools: Theory and new evidence," Economics of Education Review, Elsevier, vol. 34(C), pages 96-106.
    13. Anne Brink Nandrup, 2015. "Do class size effects differ across grades?," Economics Working Papers 2015-07, Department of Economics and Business Economics, Aarhus University.
    14. Jensen, Peter & Rasmussen, Astrid Würtz, 2011. "The effect of immigrant concentration in schools on native and immigrant children's reading and math skills," Economics of Education Review, Elsevier, vol. 30(6), pages 1503-1515.
    15. Masakazu Hojo, 2011. "Education Production Function and Class-Size Effects in Japanese Public Schools," Global COE Hi-Stat Discussion Paper Series gd11-194, Institute of Economic Research, Hitotsubashi University.
    16. Haegeland, Torbjørn & Raaum, Oddbjørn & Salvanes, Kjell G., 2005. "Pupil Achievement, School Resources and Family Background," IZA Discussion Papers 1459, Institute for the Study of Labor (IZA).
    17. De Paola, Maria & Scoppa, Vincenzo, 2009. "Effects of Class Size on Achievement of College Students," MPRA Paper 16945, University Library of Munich, Germany.
    18. Torbjørn Hægeland & Oddbjørn Raaum & Kjell G. Salvanes, 2004. "Pupil achievement, school resources and family backgr," Discussion Papers 397, Statistics Norway, Research Department.
    19. Brunello, Giorgio & De Paola, Maria, 2013. "The Costs of Early School Leaving in Europe," IZA Discussion Papers 7791, Institute for the Study of Labor (IZA).
    20. Torberg Falch & Astrid Marie Jorde Sandsør & Bjarne Strøm, 2017. "Do Smaller Classes Always Improve Students’ Long-run Outcomes?," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 79(5), pages 654-688, October.
    21. Bingley, Paul & Jensen, Vibeke Myrup & Walker, Ian, 2005. "The Effects of School Class Size on Length of Post-Compulsory Education: Some Cost-Benefit Analysis," IZA Discussion Papers 1605, Institute for the Study of Labor (IZA).

    More about this item

    Keywords

    school quality; class size; educational attainment; instrumental variables; regression-discontinuity design;

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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