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dc.contributor.authorLindahl, Mikaelen
dc.date.accessioned2009-01-28T16:19:32Z-
dc.date.available2009-01-28T16:19:32Z-
dc.date.issued2001-
dc.identifier.urihttp://hdl.handle.net/10419/21111-
dc.description.abstractI estimate the effect of class size on scholastic achievement using that schools are only insession during the school year and out of session during the summer. This seasonal feature ofthe schooling system makes it possible to control for unobservable pupil characteristics affectingboth the level and change in achievement. Using Swedish data, I find that smaller classesgenerate higher achievement. A comparison with the results from applying the same data to thewidely used value-added model is also made.en
dc.language.isoengen
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonnen
dc.relation.ispartofseries|aIZA Discussion Papers |x261en
dc.subject.jelI21en
dc.subject.jelI28en
dc.subject.jelH52en
dc.subject.ddc330en
dc.subject.keywordClass sizeen
dc.subject.keywordsummer learningen
dc.subject.keywordschool-year learningen
dc.subject.keyworddifference-in-differencesen
dc.subject.keywordvalue-added modelen
dc.subject.stwBildungsniveauen
dc.subject.stwAllgemeinbildende Schuleen
dc.subject.stwKlassengrößeen
dc.subject.stwSchätzungen
dc.subject.stwSchwedenen
dc.titleHome versus School Learning: A New Approach to Estimating the Effect of Class Size on Achievement-
dc.typeWorking Paperen
dc.identifier.ppn84362468Xen
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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