Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/325083 
Erscheinungsjahr: 
2025
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 18025
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
This paper investigates the effect of class-size reduction on students' academic outcomes, with a particular emphasis on its heterogeneity based on classmates' characteristics. We estimate the causal effects of class-size reduction on students' mathematics and language test scores by controlling for student and teacher fixed effects. To address potential endogeneity, we employ the predicted class size with a cap as an instrumental variable for the actual class size. Utilizing rich panel data on Japanese primary school students, our findings indicate a positive and robust average effect of class-size reduction on mathematics test scores. Furthermore, we find that classes with high-ability classmates benefit even more from class-size reduction in terms of language test scores. The effect of class-size reduction on mathematics test scores is found to depend positively on the ability of the lowest-achieving student in a class. Additionally, classes with a higher proportion of female students tend to benefit more from class-size reduction. Our results lend support to the theoretical framework proposed by Lazear (2001).
Schlagwörter: 
class-size reduction
test scores
education
ability
heterogeneity
JEL: 
J13
J18
N35
Dokumentart: 
Working Paper

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