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Displaying results 1 to 25 of 65.

  1. Labor versus capital in the provision of public services
    estimating the marginal products of inputs in the production of student outcomes
    Author: Enami, Ali
    Published: October 2017
    Publisher:  Tulane University, Department of Economics, New Orleans, LA

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    Edition: This version: October 2017
    Series: Tulane Economics working paper series ; 1718
    Subjects: public school funding; operating expenditure; minor and major capital expenditures; student achievement; school district referendum
    Scope: 1 Online-Ressource (circa 57 Seiten), Illustrationen
  2. Asian segregation and scholastic achievement
    evidence from primary schools in New York City
    Author: D'Este, Rocco; Einiö, Elias
    Published: July 2018
    Publisher:  IZA, Bonn, Germany

    This paper examines the effects of Asian segregation on academic performance of non-Asian students in New York City public primary schools. We use plausibly exogenous variation in the share of Asian students stemming from a fertility shock among the... more

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    This paper examines the effects of Asian segregation on academic performance of non-Asian students in New York City public primary schools. We use plausibly exogenous variation in the share of Asian students stemming from a fertility shock among the Asian population in the year of the Dragon, which depends on the historical share of the local Asian population. A one-percentage-point increase in the share of Asian students reduces non-Asian students' math and ELA scores by 0.03 and 0.05 standard deviations. Effects on math scores are driven by a sharp increase in the share of students who are well below proficiency.

     
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    Other identifier:
    hdl: 10419/185142
    Series: Discussion paper series / IZA ; no. 11682
    Subjects: Asian students; student composition; primary education; public schools; test score; student achievement; Chinese Dragon year; race; ethnicity; segregation
    Scope: 1 Online-Ressource (circa 61 Seiten), Illustrationen
  3. Testing
    Author: Bergbauer, Annika Barbara; Hanushek, Eric Alan; Woessmann, Ludger
    Published: July 2018
    Publisher:  IZA, Bonn, Germany

    School systems regularly use student assessments for accountability purposes. But, as highlighted by our conceptual model, different configurations of assessment usage generate performance-conducive incentives of different strengths for different... more

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    School systems regularly use student assessments for accountability purposes. But, as highlighted by our conceptual model, different configurations of assessment usage generate performance-conducive incentives of different strengths for different stakeholders in different school environments. We build a dataset of over 2 million students in 59 countries observed over 6 waves in the international PISA student achievement test 2000-2015. Our empirical model exploits the country panel dimension to investigate reforms in assessment systems over time, where identification comes from taking out country and year fixed effects along with a rich set of student, school, and country measures. We find that the expansion of standardized external comparisons, both school-based and studentbased, is associated with improvements in student achievement. The effect of school-based comparison is stronger in countries with initially low performance. Similarly, standardized monitoring without external comparison has a positive effect in initially poorly performing countries. By contrast, the introduction of solely internal testing and internal teacher monitoring including inspectorates does not affect student achievement. Our findings point out the pitfalls of overly broad generalizations from specific country testing systems.

     
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    hdl: 10419/185143
    Series: Discussion paper series / IZA ; no. 11683
    Subjects: Schule; Bildungsniveau; Bewertung; Pisa; Schulnoten; student assessment; testing; accountability; student achievement; international; PISA
    Scope: 1 Online-Ressource (circa 59 Seiten), Illustrationen
  4. Do you speak my language?
    the effect of sharing a teacher's native language on student achievement
    Author: Seah, Kelvin
    Published: July 2018
    Publisher:  IZA, Bonn, Germany

    A large body of research has found that, by being better able to serve as cultural translators and role models, demographically-similar teachers can increase students' achievement. These studies have tended to focus on the role of race and gender... more

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    A large body of research has found that, by being better able to serve as cultural translators and role models, demographically-similar teachers can increase students' achievement. These studies have tended to focus on the role of race and gender similarities between student and teacher. This study is the first to examine the role of native language similarity. Using a nationally representative dataset from the United States which allows each student to be matched with two of his subject teachers, this study exploits variation in contemporaneous test scores and whether the student shares the same native language as the teacher across two different academic subjects, within-student, to identify the effect of being assigned to a linguistically-similar teacher. The effect is examined separately for students who are native Spanish-speakers and students who are native English-speakers. It finds that, unconditional on teacher ethnicity, assignment to a native Spanish-speaking teacher reduces the achievement of native Spanish-speaking students, particularly in Science and English. However, once differences in teacher ethnicity are controlled for, a native Spanish-speaking student does no worse or better on his test score when assigned to a native Spanish-speaking teacher than when assigned to a non-native Spanish-speaking teacher. For native English-speaking students, assignment to a linguistically-similar teacher has no impact on achievement. This finding applies regardless of whether teacher ethnicity is controlled for.

     
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    hdl: 10419/185145
    Series: Discussion paper series / IZA ; no. 11685
    Subjects: native language; student achievement; student fixed effects
    Scope: 1 Online-Ressource (circa 45 Seiten), Illustrationen
  5. Does school management and leadership predict student achievement?
    evidence from elementary schools in Brazil
    Author: Marioni, Larissa da Silva; Freguglia, Ricardo da Silva; Monteiro Costa, Ana Beatriz
    Published: September 2024
    Publisher:  National Institute of Economic and Social Research, London

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    Series: NIESR discussion paper ; no. 557 (24 September 2024)
    Subjects: school management; student achievement; principals; managerial practices
    Scope: 1 Online-Ressource (circa 31 Seiten), Illustrationen
  6. Autonomous schools, achievement, and segregation
    Author: Irmert, Natalie; Bietenbeck, Jan; Mattisson, Linn; Weinhardt, Felix
    Published: November 2024
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    We study the impact of autonomous schools - publicly funded institutions that operate more independently than government-run schools - on student achievement and school segregation, using data from 15 countries over 16 years. Our triple-differences... more

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    We study the impact of autonomous schools - publicly funded institutions that operate more independently than government-run schools - on student achievement and school segregation, using data from 15 countries over 16 years. Our triple-differences regressions exploit between-grade variation in the share of students attending autonomous schools within a given country and year. We find that autonomous schools do not raise overall achievement, and our estimates are precise enough to rule out even modest positive effects in math and small positive effects in science. However, these aggregate results mask important heterogeneity, with consistently positive effects for high-socioeconomic-status students and natives, and negative effects for low-socioeconomic-status students and immigrants. In line with these results, we also find that autonomous schools increase segregation by socioeconomic and immigrant status. We conclude that autonomous schools have not generated the anticipated system-wide benefits.

     
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    Series: Discussion paper series / IZA ; no. 17462
    Subjects: autonomous schools; student achievement; school segregation
    Scope: 1 Online-Ressource (circa 44 Seiten), Illustrationen
  7. How local economic conditions affect school finances, teacher quality, and student achievement
    evidence from the Texas shale boom
    Author: Marchand, Joseph T.; Weber, Jeremy
    Published: April 2019
    Publisher:  University of Alberta, Faculty of Arts, Department of Economics, Edmonton

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    Series: Working paper / University of Alberta, Faculty of Arts, Department of Economics ; no. 2019, 07
    Subjects: local labor markets; local school finances; resource booms; student achievement; teacher quality
    Scope: 1 Online-Ressource (circa 52 Seiten), Illustrationen
  8. Effects of four-day school weeks on student achievement
    evidence from Oregon
    Author: Thompson, Paul N.
    Published: March 2019
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    Due to increased financial pressures following the Great Recession, a growing number of school districts have switched from a traditional five-day school week to a four-day week schedule. While these shorter school weeks potentially help reduce... more

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    Due to increased financial pressures following the Great Recession, a growing number of school districts have switched from a traditional five-day school week to a four-day week schedule. While these shorter school weeks potentially help reduce costs, this study considers the implications these school schedules have on student achievement. This study uses a difference-in-differences analysis using a panel data set of student-level test scores to examine the effects of the adoption of these four-day school weeks on student achievement in the State of Oregon from 2007-2015. I find that these school schedules have detrimental impacts on student achievement, with declines of between 0.044 and 0.053 standard deviations in math scores and declines of 0.033 and 0.038 standard deviations in reading scores. The results suggest that four-day school weeks are more detrimental for the math and reading achievement of boys and the reading achievement of low-income students. Earlier school start times and lost instructional time of nearly three and a half hours a week appear to be the primary mechanisms underlying these achievement losses.

     
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    hdl: 10419/196702
    Series: Discussion paper series / IZA ; no. 12204
    Subjects: four-day school weeks; student achievement; instructional time
    Scope: 1 Online-Ressource (circa 26 Seiten), Illustrationen
  9. Impact of teacher content knowledge on student achievement in a low-income country
    Author: Holvio, Anna
    Published: March 2022
    Publisher:  United Nations University World Institute for Development Economics Research, Helsinki, Finland

    This paper estimates the causal impact of teacher content knowledge on student achievement in Mozambique, a low-income country where a large share of fourth-graders fail to meet the minimum requirements of literacy and numeracy. I use nationally... more

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    This paper estimates the causal impact of teacher content knowledge on student achievement in Mozambique, a low-income country where a large share of fourth-graders fail to meet the minimum requirements of literacy and numeracy. I use nationally representative data from the Service Delivery Indicator survey, and exploit within-student across-subject variation in a sample of students taught by the same teacher in maths and Portuguese, thus circumventing bias caused by unobserved student and teacher heterogeneity. I find that, on average, teacher content knowledge does not have an impact on student achievement. However, the impact varies significantly by student's first language, urban or rural location of the school, and the match of students and teachers in their knowledge.

     
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    Media type: Ebook
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    ISBN: 9789292671549
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    hdl: 10419/259379
    Series: WIDER working paper ; 2022, 23
    Subjects: teacher content knowledge; student achievement; teacher quality; Mozambique
    Scope: 1 Online-Ressource (circa 25 Seiten)
  10. Teacher labor market equilibrium and student achievement
    Author: Bates, Michael; Dinerstein, Michael; Johnston, Andrew; Sorkin, Isaac
    Published: January 2022
    Publisher:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    We study whether reallocating existing teachers across schools within a district can increase student achievement, and what policies would help achieve these gains. Using a model of multidimensional value-added, we find meaningful achievement gains... more

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    We study whether reallocating existing teachers across schools within a district can increase student achievement, and what policies would help achieve these gains. Using a model of multidimensional value-added, we find meaningful achievement gains from reallocating teachers within a district. Using an estimated equilibrium model of the teacher labor market, we find that achieving most of these gains requires directly affecting teachers' preferences over schools. In contrast, directly affecting principals' selection of teachers can lower student achievement. Our analysis highlights the importance of equilibrium and second-best reasoning in analysing teacher labor market policies.

     
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    hdl: 10419/252068
    Series: CESifo working paper ; no. 9551 (2022)
    Subjects: teachers; public sector labor markets; student achievement
    Scope: 1 Online-Ressource (circa 106 Seiten), Illustrationen
  11. International student mobility and academic performance
    does timing matter?
    Author: Granja, Cintia Denise; Visentin, Fabiana
    Published: 14 December 2021
    Publisher:  Maastricht Economic and Social Research Institute on Innovation and Technology (UNU-MERIT), Maastricht, The Netherlands

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    Series: Working paper series / United Nations University, UNU-MERIT ; #2021, 049
    Subjects: Tertiary education; international student mobility; academic performance; grades; student achievement; propensity score matching; difference in differences
    Scope: 1 Online-Ressource (circa 41 Seiten), Illustrationen
  12. Making the grade
    the effect of teacher grading standards on student outcomes
    Author: Gershenson, Seth; Holt, Stephen B.; Tyner, Adam
    Published: September 2022
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    Teachers are among the most important inputs in the education production function. One mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards... more

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    Teachers are among the most important inputs in the education production function. One mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards on student outcomes are relatively understudied. Using administrative data that links individual students and teachers in 8th and 9th grade Algebra I classrooms from 2006 to 2016, we examine the effects of teachers' grading standards on student learning and attendance. High teacher grading standards in Algebra I increase student learning both in Algebra I and in subsequent math classes. The effect on student achievement is positive and similar in size across student characteristics and levels of ability, students' relative rank within the classroom, and school context. High teacher grading standards also lead to a modest reduction in student absences.

     
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    Other identifier:
    hdl: 10419/265777
    Series: Discussion paper series / IZA ; no. 15556
    Subjects: teachers; grade inflation; student achievement
    Scope: 1 Online-Ressource (circa 28 Seiten), Illustrationen
  13. Parents' responses to teacher qualifications
    Author: Chang, Simon; Cobb-Clark, Deborah A.; Salamanca, Nicolás
    Published: March 2020
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    We identify the causal effect of teacher qualifications on parents' investments in their children. Exploiting a unique, high-stakes educational setting in which teachers are randomly assigned to classes, we show that parents react to more qualified... more

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    We identify the causal effect of teacher qualifications on parents' investments in their children. Exploiting a unique, high-stakes educational setting in which teachers are randomly assigned to classes, we show that parents react to more qualified teachers by increasing their financial investments in their children. The key mechanism is an increase in parents' belief that academic achievement is driven by student effort - for which financial investment is instrumental. However, higher teacher qualifications do not improve student test scores. This is likely due to a negative effect of teacher qualifications on students' belief in the importance of effort for academic achievement. Our findings uncover various family-wide behavioral reactions to teacher qualifications and highlight the intricacies in educational production within households.

     
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    Other identifier:
    hdl: 10419/216377
    Series: Discussion paper series / IZA ; no. 13065
    Subjects: teacher quality; student achievement; parental investment; beliefs; school effort
    Scope: 1 Online-Ressource (circa 53 Seiten), Illustrationen
  14. Long-run trends in the U.S. SES-achievement gap
    Author: Hanushek, Eric Alan; Peterson, Paul E.; Talpey, Laura M.; Woessmann, Ludger
    Published: February 2020
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP, Main-NAEP, TIMSS, and PISA that are psychometrically linked over... more

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    Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP, Main-NAEP, TIMSS, and PISA that are psychometrically linked over time, we trace trends in achievement for U.S. student cohorts born between 1954 and 2001. Achievement gaps between the top and bottom quartiles of the SES distribution have been large and remarkably constant for a near half century. These unwavering gaps have not been offset by improved achievement levels, which have risen at age 14 but have remained unchanged at age 17 for the past quarter century.

     
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    Other identifier:
    hdl: 10419/215367
    Series: Discussion paper series / IZA ; no. 12971
    Subjects: student achievement; inequality; socio-economic status; UnitedStates; NAEP; TIMSS; PISA
    Scope: 1 Online-Ressource (circa 85 Seiten), Illustrationen
  15. Long-run trends in the U.S. SES-achievement gap
    Author: Hanushek, Eric Alan; Peterson, Paul E.; Talpey, Laura M.; Woessmann, Ludger
    Published: February 2020
    Publisher:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP, Main-NAEP, TIMSS, and PISA that are psychometrically linked over... more

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    Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP, Main-NAEP, TIMSS, and PISA that are psychometrically linked over time, we trace trends in achievement for U.S. student cohorts born between 1954 and 2001. Achievement gaps between the top and bottom quartiles of the SES distribution have been large and remarkably constant for a near half century. These unwavering gaps have not been offset by improved achievement levels, which have risen at age 14 but have remained unchanged at age 17 for the past quarter century.

     
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    hdl: 10419/216507
    Series: CESifo working paper ; no. 8111 (2020)
    Subjects: student achievement; inequality; socio-economic status; United States; NAEP; TIMSS; PISA
    Scope: 1 Online-Ressource (circa 85 Seiten), Illustrationen
  16. Testing
    Author: Bergbauer, Annika Barbara; Hanushek, Eric Alan; Woessmann, Ludger
    Published: June 30, 2018
    Publisher:  The University of Warwick, Centre for Competitive Advantage in the Global Economy, Department of Economics, Coventry, United Kingdom

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    Series: Working paper series / Centre for Competitive Advantage in the Global Economy ; no. 392 (Oct 2018)
    Subjects: student assessment; testing; accountability; student achievement; international; PISA
    Scope: 1 Online-Ressource (circa 58 Seiten), Illustrationen
  17. Instruction time and student achievement
    the moderating role of teacher qualifications
    Author: Wedel, Katharina
    Published: January 2021
    Publisher:  ifo Institute - Leibniz Institute for Economic Research at the University of Munich, Munich, Germany

    Recent evidence suggests a positive effect of the quantity of instruction on student achievement. In this paper, I focus on the interaction between the quantity and the quality of instruction. Using international TIMSS data, I exploit within-student... more

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    Recent evidence suggests a positive effect of the quantity of instruction on student achievement. In this paper, I focus on the interaction between the quantity and the quality of instruction. Using international TIMSS data, I exploit within-student between-subject variation. I find that on average, an additional hour of instruction time leads to an increase of 0.03 standard deviations in students' test scores across all countries. Importantly, these effects of instruction time are significantly larger for students with better qualified teachers, resulting in an increase in test scores of 0.04 to 0.05 standard deviations. While on average, instruction time has no significant effect in developing countries, it increases test scores by 0.02 standard deviations when taught by a high-qualified teacher also in developing countries.

     
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    hdl: 10419/229891
    Series: Ifo working papers ; 344 (2021)
    Subjects: Instruction time; student achievement; teacher qualifications; education production function; TIMSS
    Scope: 1 Online-Ressource (circa 35 Seiten), Illustrationen
  18. The effect of teacher characteristics on students' science achievement
    Author: Sancassani, Pietro
    Published: February 2021
    Publisher:  ifo Institute - Leibniz Institute for Economic Research at the University of Munich, Munich, Germany

    Using data from TIMSS 2015, an international large-scale assessment of student skills, I investigate the effect of teacher characteristics on students' science achievement. My identification strategy exploits the feature that in many education... more

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    Using data from TIMSS 2015, an international large-scale assessment of student skills, I investigate the effect of teacher characteristics on students' science achievement. My identification strategy exploits the feature that in many education systems different science domains (physics, biology, chemistry, and earth science) are taught by different teachers. The availability of students' test scores as well as teachers' questionnaires for each of these domains allows me to implement a withinstudent approach which controls for unobserved student heterogeneity. I find a positive and significant effect of teacher specialization in the specific science domain on students' results, equivalent to 1.7% of a standard deviation. Holding a Master's degree, pedagogical preparation and teaching experience have no significant effect. Teachers' experience has a negative impact on the extent to which students like to study a subject or find teaching engaging.

     
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    hdl: 10419/231544
    Series: Ifo working papers ; 348 (2021)
    Subjects: Teachers; student achievement; teacher characteristics; education production function; TIMSS
    Scope: 1 Online-Ressource (circa 39 Seiten)
  19. Effects of scaling up private school choice programs on public school students
    Author: Figlio, David N.; Hart, Cassandra M. D.; Karbownik, Krzysztof
    Published: April 2021
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    Using a rich dataset that merges student-level school records with birth records, and leveraging a student fixed effects design, we explore how the massive scale-up of a Florida private school choice program affected public school students' outcomes.... more

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    Using a rich dataset that merges student-level school records with birth records, and leveraging a student fixed effects design, we explore how the massive scale-up of a Florida private school choice program affected public school students' outcomes. Program expansion modestly benefited students (through higher standardized test scores and lower absenteeism and suspension rates) attending public schools closer to more pre-program private school options. Effects are particularly pronounced for lower-income students, but results are positive for more affluent students as well. Local and district-wide private school competition are both independently related to student outcomes.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
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    hdl: 10419/236373
    Series: Discussion paper series / IZA ; no. 14342
    Subjects: school choice; school competition; student achievement; behavioral outcomes
    Scope: 1 Online-Ressource (circa 70 Seiten), Illustrationen
  20. The unintended effects of the Common Core State Standards on non-targeted subjects
    Author: Arold, Benjamin W.; Shakeel, M. Danish
    Published: June 2021
    Publisher:  ifo Institute - Leibniz Institute for Economic Research at the University of Munich, Munich, Germany

    From 2010 onwards, most US states have aligned their education standards by adopting the Common Core State Standards (CCSS) for math and English Language Arts. The CCSS did not target other subjects such as science and social studies. We estimate... more

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    From 2010 onwards, most US states have aligned their education standards by adopting the Common Core State Standards (CCSS) for math and English Language Arts. The CCSS did not target other subjects such as science and social studies. We estimate spillovers of the CCSS on student achievement in non-targeted subjects in models with state and year fixed effects. Using student achievement data from the NAEP, we show that the CCSS had a negative effect on student achievement in non-targeted subjects. This negative effect is largest for underprivileged students, exacerbating racial and socioeconomic student achievement gaps. Using teacher surveys, we show that the CCSS caused a reduction in instructional focus on nontargeted subjects.

     
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    Language: English
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    hdl: 10419/235241
    Series: Ifo working papers ; 354 (2021)
    Subjects: Common core; education standards; student achievement; education policy
    Scope: 1 Online-Ressource (circa 75 Seiten), Illustrationen
  21. Grading student behavior
    Author: Schoner, Florian; Mergele, Lukas; Zierow, Larissa
    Published: October 2021
    Publisher:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    Numerous countries require teachers to assign comportment grades rating students' social and work behavior in the classroom. However, the impact of such policies on student outcomes remains unknown. We exploit the staggered introduction of... more

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    Numerous countries require teachers to assign comportment grades rating students' social and work behavior in the classroom. However, the impact of such policies on student outcomes remains unknown. We exploit the staggered introduction of comportment grading across German federal states to estimate its causal effect on students' school-to-work transitions as well as cognitive and non-cognitive abilities. Analyzing census data, household surveys, and nationwide student assessments, we show that comportment grading does not meaningfully affect these outcomes and rule out large effect sizes. Our results are consistent with these grades being insufficiently salient for students to alter actual student behaviors.

     
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    Media type: Book
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    hdl: 10419/245456
    Edition: This Version: October 2021
    Series: CESifo working paper ; no. 9275 (2021)
    Subjects: school reforms; report cards; labor market transition; student achievement
    Scope: 1 Online-Ressource (circa 36 Seiten), Illustrationen
  22. Let's stay together
    the effects of repeated student-teacher matches on academic achievement
    Author: Albornoz, Facundo; Contreras T., David; Upward, Richard
    Published: 19 August 2021
    Publisher:  Centre for Economic Policy Research, London

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    Format: Online
    Series: Array ; DP16471
    Subjects: student-teacher matches; student achievement; looping
    Scope: 1 Online-Ressource (circa 53 Seiten), Illustrationen
  23. New evidence on the importance of instruction time for student achievement on international assessments
    Author: Bietenbeck, Jan; Collins, Matthew
    Published: September 2020
    Publisher:  Department of Economics, School of Economics and Management, Lund University, Lund

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    hdl: 10419/260310
    Series: Working paper / Department of Economics, Lund University ; 2020, 18
    Subjects: instruction time; student achievement; PISA; TIMSS
    Scope: 1 Online-Ressource (circa 22 Seiten)
  24. Better together?
    heterogeneous effects of tracking on student achievement
    Author: Matthewes, Sönke Hendrik
    Published: [2020]
    Publisher:  Centre for Economic Performance, London School of Economics and Political Science, London

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    Series: CEP discussion paper ; no 1706 (July 2020)
    Subjects: Bildungsniveau; Allgemeinbildende Schule; Studium; Teilstaat; Deutschland; Tracking; student achievement; school systems; inequality; difference-in-differences; triple-differences; value-added
    Scope: 1 Online-Ressource (circa 74 Seiten), Illustrationen
  25. Class size and learning: has India spent too much on reducing class size?
    Author: Datta, Sandip; Kingdon, Geeta Gandhi
    Published: March 2021
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    This paper examines the efficacy of class-size reductions as a strategy to improve pupils' learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student's... more

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    This paper examines the efficacy of class-size reductions as a strategy to improve pupils' learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student's achievement score across subjects to the difference in his/her class size across subjects. Pupil fixed effects estimation shows a relationship between class size and student achievement which is roughly flat or non-decreasing for a large range of class sizes from 27 to 51, with a negative effect on learning outcomes occurring only after class size increases beyond 51 pupils. The class-size effect varies by gender and by subject-stream. The fact that up to a class-size of roughly 40 in science subjects and roughly 50 in non-science subjects, there is no reduction in pupil learning as class size increases, implies that there is no learning gain from reducing class size below 40 in science and below 50 in non-science. This has important policy implications for pupil teacher ratios (PTRs) and thus for teacher appointments in India, based on considerations of cost-effectiveness. When generalised, our findings suggest that India experienced a value-subtraction from spending on reducing class-sizes, and that the US$3.6 billion it spent in 2017-18 on the salaries of 0.4 million new teachers appointed between 2010 and 2017 was wasteful spending rather than an investment in improving learning. We show that India could save US$ 19.4 billion (Rupees 1,45,000 crore in Indian currency) per annum by increasing PTR from its current 22.8 to 40, without any reduction in pupil learning.

     
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    hdl: 10419/236261
    Series: Discussion paper series / IZA ; no. 14230
    Subjects: class size; student achievement; India
    Scope: 1 Online-Ressource (circa 37 Seiten), Illustrationen