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  1. Small group instruction to improve student performance in mathematics in early grades
    results from a randomized field experiment
    Autor*in: Bonesrønning, Hans; Finseraas, Henning; Hardoy, Inés; Iversen, Jon Marius Vaag; Nyhus, Ole Henning; Opheim, Vibeke; Salvanes, Kari Vea; Sandsør, Astrid Marie Jorde; Schøne, Pål
    Erschienen: November 2021
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    We report results from a large-scale, pre-registered randomized field experiment in 159 Norwegian schools over four years. The intervention includes students aged 7-9 and consists of pulling students from their regular mathematics classes into small,... mehr

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    DS 63
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    We report results from a large-scale, pre-registered randomized field experiment in 159 Norwegian schools over four years. The intervention includes students aged 7-9 and consists of pulling students from their regular mathematics classes into small, homogenous groups for mathematics instruction for 3 to 4 hours per week, for two periods of 4-6 weeks per school year. All students, not only struggling students, are pulled out. We find that students in treatment schools increased their performance in mathematics by .16 standard deviations at the end of the school year and by .06 standard deviations in national tests 1-2 years later, with no differential effect by pre-ability level or gender. Our study is particularly relevant for policy-makers seeking to use additional teaching resources to target a heterogeneous student population efficiently.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/248988
    Schriftenreihe: CESifo working paper ; no. 9443 (2021)
    Schlagworte: education economics; small group instruction; tutoring; tracking; class size; field experiment; intervention; randomized controlled trial; teacher-student ratio; mathematics instruction
    Umfang: 1 Online-Ressource (circa 30 Seiten), Illustrationen
  2. Class size and learning: has India spent too much on reducing class size?
    Autor*in: Datta, Sandip; Kingdon, Geeta Gandhi
    Erschienen: March 2021
    Verlag:  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... mehr

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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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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/236261
    Schriftenreihe: Discussion paper series / IZA ; no. 14230
    Schlagworte: class size; student achievement; India
    Umfang: 1 Online-Ressource (circa 37 Seiten), Illustrationen
  3. Do funds for more teachers improve student outcomes?
    Autor*in: Borgen, Nicolai T.; Kirkebøen, Lars J.; Kotsadam, Andreas; Raaum, Oddbjørn
    Erschienen: May 2019
    Verlag:  Statistics Norway, Research Department, Oslo

    We investigate the effects of a large-scale Norwegian reform that provided extra teachers to 166 lower secondary schools with relatively high student-teacher ratios and low average grades. We exploit these two margins using a regression discontinuity... mehr

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    We investigate the effects of a large-scale Norwegian reform that provided extra teachers to 166 lower secondary schools with relatively high student-teacher ratios and low average grades. We exploit these two margins using a regression discontinuity setup and find that the reform reduced the student-teacher ratio by around 10% (from a base level of 22 students per teacher), with no crowding out of other school resources or parental support. However, the reform did not improve test scores and longer-term academic outcomes, and we can reject even small positive effects. We do find that the reform improved the school environment from the students' perspective, but with the largest impact on aspects most weakly associated with better academic outcomes.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/268058
    Schriftenreihe: Discussion papers / Statistics Norway, Research Department ; 982
    Schlagworte: Student-teacher-ratio; class size; test scores; non-cognitive skills; RDD
    Umfang: 1 Online-Ressource (circa 55 Seiten), Illustrationen
  4. Do funds for more teachers improve student outcomes?
    Autor*in: Borgen, Nicolai T.; Kirkebøen, Lars J.; Kotsadam, Andreas; Raaum, Oddbjørn
    Erschienen: May 2022
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    We investigate the effects of a large-scale Norwegian reform that provided extra teachers to 166 lower secondary schools with relatively high student-teacher ratios and low average grades. We exploit these two margins using a regression discontinuity... mehr

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    Verlag (kostenfrei)
    Verlag (kostenfrei)
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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 63
    Fernleihe:
    keine Fernleihe

     

    We investigate the effects of a large-scale Norwegian reform that provided extra teachers to 166 lower secondary schools with relatively high student-teacher ratios and low average grades. We exploit these two margins using a regression discontinuity setup and find that the reform reduced the student-teacher ratio by around 10% (from a base level of 22 students per teacher), with no crowding out of other school resources or parental support. However, the reform did not improve test scores and longer-term academic outcomes, and we can reject even small positive effects. We do find that the reform improved the school environment from the students' perspective, but with the largest impact on aspects most weakly associated with better academic outcomes.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/263686
    Schriftenreihe: CESifo working paper ; no. 9756 (2022)
    Schlagworte: student-teacher-ratio; class size; test scores; non-cognitive skills; RDD
    Umfang: 1 Online-Ressource (circa 54 Seiten), Illustrationen
  5. Which School Systems Sort Weaker Students into Smaller Classes? International Evidence
    Autor*in: West, Martin R.; Woessmann, Ludger
    Erschienen: 2003
    Verlag:  Kiel Institute for the World Economy (IfW), Kiel

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  6. Educational Production in East Asia : The Impact of Family Background and Schooling Policies on Student Performance
    Autor*in: Woessmann, Ludger
    Erschienen: 2003
    Verlag:  Kiel Institute for the World Economy (IfW), Kiel

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  7. Schooling Quality in Eastern Europe : Educational Production During Transition
    Autor*in: Ammermüller, Andreas; Heijke, Hans; Woessmann, Ludger
    Erschienen: 2003
    Verlag:  Kiel Institute for the World Economy (IfW), Kiel

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  8. Factors affecting the effectiveness of groupwork in English class
    The role of teachers and students in group work
    Autor*in: Mathewos, Markos
    Erschienen: 2017
    Verlag:  LAP LAMBERT Academic Publishing, Saarbrücken

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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9783330027893; 3330027894
    Weitere Identifier:
    9783330027893
    Auflage/Ausgabe: 1. Auflage
    Weitere Schlagworte: (Produktform)Electronic book text; class size; Classroom; group work; preparatory School; Efectiveness; (VLB-WN)1560: Sprachwissenschaft, Literaturwissenschaft
    Umfang: Online-Ressourcen, 140 Seiten
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    Lizenzpflichtig. - Vom Verlag als Druckwerk on demand und/oder als E-Book angeboten
  9. Class-size effects in school systems around the world
    evidence from between-grade variation in TIMSS
    Autor*in: Woessmann, Ludger
    Erschienen: 2002
    Verlag:  Inst. of World Economics, Kiel

  10. Which school systems sort weaker students into smaller classes?
    international evidence
    Autor*in: West, Martin R.; Woessmann, Ludger
    Erschienen: 2003
    Verlag:  Inst. for World Economics, Kiel

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  11. Schooling quality in Eastern Europe
    educational production during transition
    Autor*in: Ammermüller, Andreas; Heijke, Hans; Woessmann, Ludger
    Erschienen: 2003
    Verlag:  Inst. for World Economics, Kiel

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  12. Educational production in East Asia
    the impact of family background and schooling policies on student performance
    Autor*in: Woessmann, Ludger
    Erschienen: 2003
    Verlag:  Inst. for World Economics, Kiel

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  13. Does class size matter for school tracking outcomes after elementary school?
    quasi-experimental evidence using administrative panel data from Germany
    Autor*in: Argaw, Bethlehem Asres; Puhani, Patrick A.
    Erschienen: [2017]
    Verlag:  Centre for Research and Analysis of Migration, Department of Economics, University College London, London

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    Hinweise zum Inhalt
    Volltext (kostenfrei)
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Discussion paper series / CReAM ; CPD 17, 15
    Schlagworte: class size; panel; administrative data; education production
    Umfang: 1 Online-Ressource (circa 27 Seiten), Illustrationen
  14. Maimonides rule redux
    Autor*in: Angrist, Joshua D.; Lavy, Victor; Leder-Luis, Jetson; Shany, Adi
    Erschienen: June 2017
    Verlag:  National Bureau of Economic Research, Cambridge, MA

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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    Schriftenreihe: Working paper series / National Bureau of Economic Research ; 23486
    Schlagworte: Allgemeinbildende Schule; Schüler; Bildungsniveau; Schätzung; Israel; Klassengröße; class size
    Umfang: 40 Seiten, Illustrationen
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