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A Simple Model of Educational Production

  • Jaag, Christian

There is a large body of literature on the effect of educational resources on student performance, such as teacher qualification, class size, and physical resources in school. It is dominated by empirical studies which often find ambiguous effects of resource spending on student outcomes. The unique contribution of this paper is the provision of a framework to study educational production with differentiated input factors, which allows for closedform solutions. We try to interpret the empirical findings on the basis of a simple theoretical model of educational production: Class size, employed school resources and student effort are endogenously determined in order to account for differences in educational achievement. We also discuss the choice of integrated vs. segregated classes. Optimum class size and school quality increase with higher discipline, while in equilibrium overall classroom disruption is equal in all classes.

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File URL: http://mpra.ub.uni-muenchen.de/338/1/MPRA_paper_338.pdf
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Paper provided by University Library of Munich, Germany in its series MPRA Paper with number 338.

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Date of creation: 2006
Date of revision:
Handle: RePEc:pra:mprapa:338
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  1. Joshua D. Angrist & Victor Lavy, 1998. "Does Teacher Training Affect Pupil Learning? Evidence from Matched Comparisons in Jerusalem Public Schools," NBER Working Papers 6781, National Bureau of Economic Research, Inc.
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