The causal effect of class size on scholastic achievement: distinguishing the pure class size effect from the effect of changes in class composition*

By S. Dobbelsteen, J. Levin, Hessel Oosterbeek. 2002

119 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/18d62edf740ff73c41cc040e44c619637de1e269

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. A. Jenkins
2. A. Vignoles
3. F. Steele
4. S. McGuinness
5. Andrew Bell
6. Kelvyn Jones
7. Stephen D. Rubb
8. Janet Ward Schofield

In Sociology and Political Science

1. A. Jenkins
2. A. Vignoles
3. F. Steele

Citations in the corpus

• Achievement Inequality and the Institutional Structure of Educational Systems: A Comparative Perspective (2010, unknown): “Also, low-ability students benefit more from mixed-ability grouping (Dobbelsteen et al. 2002, Thrupp et al. 2002, Van den Eeden & Terwel 1994, Willms 1986, Zimmer & Toma 2000).”
• Maimonides Rule Redux (2019, unknown): “Maimonides-style empirical strategies have been used to identify class size effects in many countries, including the US (Hoxby 2000), France (Piketty 2004 and Gary-Bobo and Mahjoub 2013), Norway (Bonesronning 2003 and Leuven, Oosterbeek and Ronning 2008), Bolivia (Urquiola 2006), and the Netherlands”
• The effect of school resources on pupil attainment: a multilevel simultaneous equation modelling approach (2007, background): “However Hoxby (2000) found no effect of class size and Dobbelsteen et al. (2002), instrumenting on teacher allocation rules, reported a significant positive effect of larger class size on attainment for the Netherlands.”