Do class size effects differ across grades?

This paper contributes to the class size literature by analysing whether short-run class size effects are constant across grade levels in compulsory school. Results are based on administrative data on all pupils enrolled in Danish public schools. Identification is based on a government-imposed class...

Full description

Saved in:
Bibliographic Details
Published in:Education economics 2016-01, Vol.24 (1), p.83-95
Main Author: Nandrup, Anne Brink
Format: Article
Language:English
Subjects:
Academic achievement
Alphabetisierung
Class Size
Cohort Analysis
Compulsory Education
compulsory school
Data Analysis
Denmark
Disadvantaged
Educational Policy
Effect Size
Ergebnis
Foreign Countries
Girls
Identification
Immigrants
Instructional Program Divisions
Klassengröße
LATE
literacy
Mathematics education
Pflichtschule
Predictor Variables
Program Effectiveness
Public Schools
Regression
regression discontinuity
School Statistics
Schreib- und Lesefähigkeit
Sustainability
Test
test scores
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper contributes to the class size literature by analysing whether short-run class size effects are constant across grade levels in compulsory school. Results are based on administrative data on all pupils enrolled in Danish public schools. Identification is based on a government-imposed class size cap that creates exogenous variation in class sizes. Significant (albeit modest) negative effects of class size increases are found for children at primary school levels. The effects on math achievement are statistically different across grade levels. Larger classes do not affect girls, non-Western immigrants and socioeconomically disadvantaged pupils more adversely than other pupils.
ISSN:1469-5782
0964-5292
1469-5782
DOI:10.1080/09645292.2015.1099616