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Identifying class size effects in developing countries : evidence from rural schools in Bolivia

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  • Urquiola, Miguel

Abstract

Although class size has attracted great interest as a policy instrument, inferences on its effects are controversial. Recent work highlights a particular way to consider the endogeneity issues that affect this variable: class size is often correlated with enrollment, which may in turn be related to socioeconomic status. In Bolivia, the author shows, these correlations are significant. Building from institutional arrangements that determine pupil-teacher ratios in rural areas, the author implements two research designs to deal with this issue. The first uses a teacher allocation pattern as an instrumental variable; the second relies on variation from remote schools with a single class per grade. Both suggest that class size has a negative effect on test scores.

Suggested Citation

  • Urquiola, Miguel, 2001. "Identifying class size effects in developing countries : evidence from rural schools in Bolivia," Policy Research Working Paper Series 2711, The World Bank.
  • Handle: RePEc:wbk:wbrwps:2711
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    References listed on IDEAS

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    Full references (including those not matched with items on IDEAS)

    Citations

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    Cited by:

    1. Wo[ss]mann, Ludger & West, Martin, 2006. "Class-size effects in school systems around the world: Evidence from between-grade variation in TIMSS," European Economic Review, Elsevier, vol. 50(3), pages 695-736, April.
    2. Ludger Wossmann, 2010. "Families, schools and primary-school learning: evidence for Argentina and Colombia in an international perspective," Applied Economics, Taylor & Francis Journals, vol. 42(21), pages 2645-2665.
    3. West, Martin R. & Woessmann, Ludger, 2006. "Which school systems sort weaker students into smaller classes? International evidence," European Journal of Political Economy, Elsevier, vol. 22(4), pages 944-968, December.
    4. Das, J. & Dercon, S. & Habyarimana, J. & Krishnan, P., 2004. "‘When Can School Inputs Improve Test Scores?’," Cambridge Working Papers in Economics 0437, Faculty of Economics, University of Cambridge.
    5. Jakubowski, Maciej & Sakowski, Pawel, 2006. "Quasi-Experimental Estimates of Class Size Effect in Primary Schools in Poland," MPRA Paper 4958, University Library of Munich, Germany.
    6. Patrick J. McEwan, 2012. "Cost-effectiveness analysis of education and health interventions in developing countries," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 4(2), pages 189-213, June.
    7. Alejandra Mizala & Pilar Romaguera, 2002. "Equity and Educational Performance," Economía Journal, The Latin American and Caribbean Economic Association - LACEA, vol. 0(Spring 20), pages 219-274, January.
    8. repec:pit:wpaper:396 is not listed on IDEAS
    9. Cohen-Zada, Danny & Gradstein, Mark & Reuven, Ehud, 2009. "Class Size and the Regression Discontinuity Design: The Case of Public Schools," IZA Discussion Papers 4679, Institute of Labor Economics (IZA).
    10. World Bank, 2002. "Bolivia : Poverty Diagnostic 2000," World Bank Publications - Reports 15382, The World Bank Group.
    11. Eskeland,Gunnar S. & Filmer,Deon P. & Eskeland, Gunnar S.*Filmer, Deon, 2002. "Autonomy, participation, and learning in Argentine schools - findings and their implications for decentralization," Policy Research Working Paper Series 2766, The World Bank.
    12. Kenneth Y. Chay & Patrick J. McEwan & Miguel Urquiola, 2005. "The Central Role of Noise in Evaluating Interventions That Use Test Scores to Rank Schools," American Economic Review, American Economic Association, vol. 95(4), pages 1237-1258, September.
    13. M. Niaz Asadullah, 2005. "The effect of class size on student achievement: evidence from Bangladesh," Applied Economics Letters, Taylor & Francis Journals, vol. 12(4), pages 217-221.

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