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Quasi-experimental estimates of the effect of class size on achievement in Norway

Author

Listed:
  • Marte Rønning

    () (Statistics Norway)

  • Edvin Leuven

    () (School of Economics of the University of Amsterdam and the Tinbergen Institute)

  • Hessel Oosterbeek

    () (School of Economics of the University of Amsterdam and the Tinbergen Institute)

Abstract

Using a comprehensive administrative database we exploit independent quasiexperimental methods to estimate the effect of class size on student achievement in Norway. The first method is based on a maximum class size rule in the spirit Angrist and Lavy (1999). The second method exploits population variation as first proposed by Hoxby (2000). The results of both methods (and of variations on these methods) are very similar and cannot reject that the class size effect is equal to zero. The estimates are very precise; we can rule out effects as small as 1.5 percent of a standard deviation for a one student change in class size during three years in a row.

Suggested Citation

  • Marte Rønning & Edvin Leuven & Hessel Oosterbeek, 2008. "Quasi-experimental estimates of the effect of class size on achievement in Norway," Working Paper Series 9308, Department of Economics, Norwegian University of Science and Technology.
  • Handle: RePEc:nst:samfok:9308
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    File URL: http://www.svt.ntnu.no/iso/WP/2008/20080415classnoApril08b.pdf
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    References listed on IDEAS

    as
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    Citations

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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. Fiva, Jon H. & Rønning, Marte, 2008. "The incentive effects of property taxation: Evidence from Norwegian school districts," Regional Science and Urban Economics, Elsevier, vol. 38(1), pages 49-62, January.
    3. repec:bla:obuest:v:79:y:2017:i:5:p:654-688 is not listed on IDEAS
    4. Peter Fredriksson & Björn Öckert & Hessel Oosterbeek, 2013. "Long-Term Effects of Class Size," The Quarterly Journal of Economics, Oxford University Press, vol. 128(1), pages 249-285.
    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. repec:eee:ecoedu:v:58:y:2017:i:c:p:68-85 is not listed on IDEAS
    7. Katsuyuki Naito & Keigo Nishida, 2017. "Multistage public education, voting, and income distribution," Journal of Economics, Springer, vol. 120(1), pages 65-78, January.
    8. 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.
    9. 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.
    10. Edwin Leuven & Marte Rønning, 2016. "Classroom Grade Composition and Pupil Achievement," Economic Journal, Royal Economic Society, vol. 126(593), pages 1164-1192, June.
    11. Maria De Paola & Michela Ponzo & Vincenzo Scoppa, 2013. "Class size effects on student achievement: heterogeneity across abilities and fields," Education Economics, Taylor & Francis Journals, vol. 21(2), pages 135-153, March.
    12. Fernando Albornoz & Samuel Berlinski & Antonio Cabrales, 2010. "Incentives, resources and the organization of the school system," Working Papers 2010-28, FEDEA.
    13. 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.
    14. Reiling, Rune Borgan, 2016. "Does size matter? Educational attainment and cohort size," Journal of Urban Economics, Elsevier, vol. 94(C), pages 73-89.
    15. Joshua D. Angrist & Victor Lavy & Jetson Leder-Luis & Adi Shany, 2017. "Maimonides Rule Redux," NBER Working Papers 23486, National Bureau of Economic Research, Inc.
    16. Joshua D. Angrist & Erich Battistin & Daniela Vuri, 2014. "In a Small Moment: Class Size and Moral Hazard in the Mezzogiorno," FBK-IRVAPP Working Papers 2014-04, Research Institute for the Evaluation of Public Policies (IRVAPP), Bruno Kessler Foundation.
    17. Birkenfeld, Florian, 2008. "Kleine Klassen und gute Luft: Warum sind die Grundschulen auf dem Land besser?," Passauer Diskussionspapiere, Volkswirtschaftliche Reihe V-56-08, University of Passau, Faculty of Business and Economics.
    18. Leuven, Edwin & Løkken, Sturla Andreas, 2017. "Long Term Impacts of Class Size in Compulsory School," IZA Discussion Papers 10594, Institute for the Study of Labor (IZA).
    19. 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.
    20. repec:aea:aejapp:v:9:y:2017:i:4:p:216-49 is not listed on IDEAS
    21. 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.
    22. De Paola, Maria & Scoppa, Vincenzo, 2009. "Effects of Class Size on Achievement of College Students," MPRA Paper 16945, University Library of Munich, Germany.
    23. Joshua D. Angrist & Erich Battistin & Daniela Vuri, 2017. "In a Small Moment: Class Size and Moral Hazard in the Italian Mezzogiorno," American Economic Journal: Applied Economics, American Economic Association, vol. 9(4), pages 216-249, October.
    24. Jonah Rockoff, 2009. "Field Experiments in Class Size from the Early Twentieth Century," Journal of Economic Perspectives, American Economic Association, vol. 23(4), pages 211-230, Fall.
    25. 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.

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    JEL classification:

    • I2 - Health, Education, and Welfare - - Education

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