Using Maimonides' Rule to Estimate the Effect of Class Size on Scholastic Achievement

Angrist, Joshua D.; Lavy, Victor

doi:10.1162/003355399556061

Cited by 1,369 publications

(1,226 citation statements)

References 20 publications

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“…For example, in DiNardo and Lee's (2004) unionization study, all elections with union support greater than fifty percent lead to unionization while elections with less support do not. Similarly, in Angrist and Lavy's (1999) class-size study, we observe class-size reductions above multiples of forty enrolled students. Our example is similar in the sense that all students on the "treatment side" of the threshold have had the opportunity to drink alcohol legally prior to the conclusion of the academic term.…”

Section: Empirical Strategysupporting

confidence: 52%

Alcohol and student performance: Estimating the effect of legal access

Lindo

Swensen

Waddell

2013

Journal of Health Economics

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. We consider the effect of legal access to alcohol, which is known to increase drinking behavior, on academic performance. We first estimate the effect using an RD design but argue that this approach is not well-suited to the research question in our setting. Our preferred approach instead exploits the longitudinal nature of the data, essentially identifying the effect by comparing a student's academic performance before and after turning 21. We find that students' grades fall below their expected levels upon being able to drink legally, but by less than previously documented. We also show that there are effects on women and that the effects are persistent. The main results are robust to the inclusion of individual fixed effects, individual trends, and individual quadratics, in addition to other controls, that account for the expected evolution of performance as students make progress towards their degrees. JEL Classification:I21, I18, K32

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Section: Empirical Strategysupporting

confidence: 52%

Alcohol and student performance: Estimating the effect of legal access

Lindo

Swensen

Waddell

2013

Journal of Health Economics

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“…The seminal paper is Angrist and Lavy (1999). See also Gary-Bobo and Mahjoub (2006); Hoxby (2000); Leuven, Oosterbeek, and Rønning (2008); Urquiola andVerhoogen (2009).…”

Section: Effects Of Class Sizementioning

confidence: 99%

Long-Term Effects of Class Size *

Fredriksson¹,

Öckert²,

Oosterbeek³

2012

The Quarterly Journal of Economics

224

157

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This article evaluates the long-term effects of class size in primary school. We use rich data from Sweden and exploit variation in class size created by a maximum class size rule. Smaller classes in the last three years of primary school (age 10 to 13) are beneficial for cognitive and noncognitive ability at age 13, and improve achievement at age 16. Most important, we find that smaller classes have positive effects on completed education, wages, and earnings at age 27 to 42. The estimated wage effect is large enough to pass a cost-benefit test. JEL Codes: I21, I28, J24, C31.

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“…While Angrist and Levy exploited class size rules in Israel, Krueger (1999) conducted a field experiment where students were randomly assigned to classes of different sizes. Despite the different approaches, both Angrist and Lavy (1999) and Krueger (1999) Brasington (1997Brasington ( , 1999Brasington ( , 2003) is also concerned with the trade-off between school size and competition. In Brasington (1997), numerous covariates are utilized to explore how school size and district size affect graduation rates.…”

Section: Literaturementioning

confidence: 99%

“…Evidence from various countries suggests vast school consolidation over the past decades, and increasingly so in recent years. 1 The extent of school closures emphasizes the importance of the issue. To the degree that consolidation affects achievement, it has important implications for the accumulation of human capital.…”

Section: Introductionmentioning

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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Using Maimonides' Rule to Estimate the Effect of Class Size on Scholastic Achievement

Cited by 1,369 publications

References 20 publications

Alcohol and student performance: Estimating the effect of legal access

Alcohol and student performance: Estimating the effect of legal access

Long-Term Effects of Class Size *

The Effect of School Consolidation on Student Achievement

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