Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/228763 
Erscheinungsjahr: 
2020
Schriftenreihe/Nr.: 
Research Group on Human Capital - Working Paper Series No. 18-01
Verlag: 
Université du Québec à Montréal, École des sciences de la gestion (ESG UQAM), Groupe de recherche sur le capital humain (GRCH), Montréal
Zusammenfassung: 
We estimate the nonlinear impact of class size on student achievement by exploiting regulations that cap class size at 20 students per class in kindergarten. Based on student-level information from a previously unexploited and unique large-scale census survey of kindergarten students, this study provides clear evidence of the nonlinearity of class size effects on development measures. While the effects are largest on cognitive development, class size reductions also improve noncognitive skills for children living in disadvantaged areas. These findings suggest that sizeable class size reductions targeted at disadvantaged areas would achieve better results than a marginal reduction across the board.
Schlagwörter: 
class size
cognitive development
noncognitive development
kindergarten
nonlinear effects
JEL: 
I21
I28
J24
C31
Dokumentart: 
Working Paper

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