Class Size Effects on Student Achievement in Norway: Patterns and Explanations

Bonesrønning, Hans

doi:10.2307/1061660

Cited by 50 publications

(27 citation statements)

References 6 publications

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“…Maimonides-style empirical strategies have been used to identify class-size effects in many countries, including the United States (Hoxby 2000), France (Piketty 2004 andGary-Bobo andMahjoub 2013), Norway (Bonesrønning 2003;and Leuven, Oosterbeek, and Rønning 2008), and the Netherlands (Dobbelsteen, Levin, and Oosterbeek 2002). On balance, these results point to modest returns to class-size reductions, though mostly smaller than those reported by Angrist and Lavy (1999) for Israel.…”

Section: B Related Workmentioning

confidence: 99%

In a Small Moment: Class Size and Moral Hazard in the Italian Mezzogiorno

Angrist¹,

Battistin

Vuri

2017

American Economic Journal: Applied Economics

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Instrumental variables (IV )estimatesS chool improvement efforts often focus on inputs to education production, the most important of which is staffing ratios. Parents, teachers, and policymakers look to small classes to boost learning. The question of whether changes in class size have a causal effect on achievement remains controversial, however. Regression estimates often show little gain to class-size reductions, with students in larger classes sometimes appearing to do better (Hanushek 1995). At the same time, a large randomized study, the Tennessee STAR experiment, generated evidence of substantial learning gains in smaller classes (Krueger 1999). An investigation of * Angrist:

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Section: B Related Workmentioning

confidence: 99%

In a Small Moment: Class Size and Moral Hazard in the Italian Mezzogiorno

Angrist¹,

Battistin

Vuri

2017

American Economic Journal: Applied Economics

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“…Completed education is thus observed for students graduating from lower secondary school between 1975 and 1999. 6 The level of education relates closely to the years of education. I have chosen to focus on the level of education for two reasons.…”

Section: Literaturementioning

confidence: 99%

The Effect of School Consolidation on Student Achievement

Thorsen

2017

SSRN Journal

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Many countries have seen a substantial increase in the average school size over the past decades, and a corresponding reduction in the number of schools. It has been widely argued that both students and local communities have suffered from these consolidations. Despite their vast extent and controversy, the literature is scarce with evidence of how consolidation affects performance of exposed students. This study explores how consolidation of 76 rural lower secondary schools in Norway affects students' educational performance, using rich register data. I find no indication that school consolidation reduces educational achievement.Nonetheless, the analysis suggests a negative association between school closure and grade point average, but this effect appears to be driven by lenient grading in small schools.

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“…They find no effects of class size on pupil performance at age 16. Also Bonesrønning (2003) exploits restrictions on maximum class size to estimate the effect of class size on pupil performance among Norwegian 9 th graders. He finds generally weak effects of class size, and the effect varies strongly with pupils' family background as well as their effort.…”

Section: Identification Strategies and Empirical Specificationmentioning

confidence: 99%

Pennies from heaven? Using exogenous tax variation to identify effects of school resources on pupil achievement

Hægeland

Raaum²,

Salvanes

2012

Economics of Education Review

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Abstract:Despite important policy implications associated with the allocation of education resources, evidence on the effectiveness of school inputs remains inconclusive. In part, this is due to endogenous allocation; families sort themselves non-randomly into school districts and school districts allocate money based in order to compensate (or reinforce) differences in child abilities, which leaves estimates of school input effects likely to be biased. Using variation in education expenditures induced by the location of natural resources in Norway, we examine the effect of school resources on pupil outcomes. We find that higher school expenditures, triggered by higher revenues from local taxes on hydropower plants, have a significantly positive effect on pupil performance at age 16. The IV estimates contrast with the standard cross-sectional estimates that reveal no effects of extra resources.

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Class Size Effects on Student Achievement in Norway: Patterns and Explanations

Cited by 50 publications

References 6 publications

In a Small Moment: Class Size and Moral Hazard in the Italian Mezzogiorno

In a Small Moment: Class Size and Moral Hazard in the Italian Mezzogiorno

The Effect of School Consolidation on Student Achievement

Pennies from heaven? Using exogenous tax variation to identify effects of school resources on pupil achievement

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