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dc.contributor.authorBressoux, Pascalen_US
dc.contributor.authorKramarz, Francisen_US
dc.contributor.authorProst, Corinneen_US
dc.date.accessioned2008-12-10en_US
dc.date.accessioned2010-07-07T11:58:43Z-
dc.date.available2010-07-07T11:58:43Z-
dc.date.issued2008en_US
dc.identifier.piurn:nbn:de:101:1-20081216251en_US
dc.identifier.urihttp://hdl.handle.net/10419/35811-
dc.description.abstractThis paper studies the impact of different teacher and class characteristics on third graders' outcomes. It uses a feature of the French system in which some novice teachers start their jobs before receiving any training. Three categories of teachers are included in the sample: experienced teachers, trained novice teachers and untrained novice teachers. To identify the effects, we use administrative mistakes in forecasting the number of teachers. We find that trained and untrained novice teachers are assigned to similar classes, whereas experienced teachers have better students located in better environments. Hence, in order to match similar students and classes, we focus on pupils with novice teachers and discard those with experienced teachers. In addition, we show that the same sample can be used to estimate the causal effect of class size on students' outcomes. Our findings are: (1) teachers' training substantially improves students' test scores in mathematics; (2) this training effect does not rely on different teaching practices, but mainly on subject matter competence; untrained teachers who majored in sciences at university improve their students' achievement as much as trained teachers do; (3) the class size effect is substantial and significant; class size does not seem to be correlated with instructional practices; (4) teachers' training does not improve the scores of initially low-achieving students and classes; on the contrary, a smaller class is more beneficial to low-achieving students within classes and to all students in low-achieving classes.en_US
dc.language.isoengen_US
dc.publisherIZA Bonnen_US
dc.relation.ispartofseriesIZA discussion papers 3871en_US
dc.subject.jelI21en_US
dc.subject.ddc330en_US
dc.subject.keywordTeachers' trainingen_US
dc.subject.keywordclass sizeen_US
dc.subject.stwLehrkräfteen_US
dc.subject.stwQualifikationen_US
dc.subject.stwBerufserfahrungen_US
dc.subject.stwKlassengrößeen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwAllgemeinbildende Schuleen_US
dc.subject.stwFrankreichen_US
dc.titleTeachers' training, class size and students' outcomes: learning from administrative forecasting mistakesen_US
dc.typeWorking Paperen_US
dc.identifier.ppn587706678en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
Appears in Collections:IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA)

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