Class-size effects in school systems around the world: Evidence from between-grade variation in TIMSS

By Ludger Woessmann, Martin R. West. 2006

392 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6d503634c9676e6f2602c0a7a6865f7747b13eea

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In Education

Citations in the corpus

Context Matters for Size: Why External Validity Claims and Development Practice Don't Mix-Working Paper 336 (2013, neutral): “…centered well below zero (implying ‘perverse’ class size effects), with a wide range from roughly -6 to 2.11 In addition to these naive OLS estimates, Wöβmann and West (2006) also report estimates using school fixed effects and instrumenting class size with the average class size for the relevant…”
Fundamental Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries (2007, positive): “Economic theory suggests that external exit exams can function as accountability devices that change the behavior of students, parents, teachers, and principals in ways which improve students' learning outcomes (cf. Bishop and Wößmann 2004; Bishop 2006).”
The Negative Consequences of Overambitious Curricula in Developing Countries (2012, background): “Here we describe 22 This is not meant as a review of the literature on class size as there are also estimates with equally plausible identification strategies that find little or no class size effect in the USA e.g. (Hoxby, 2000) and for other OECD countries, e.g. (Woessmann & West, 2006).”
The Non-Cognitive Returns to Class Size (2008, positive): “There is also a rapidly growing literature that uses quasi-experimental methods to estimate the Dee and West effects of class-size reduction on student achievement internationally (e.g., Angrist & Lavy, 1999; Case & Deaton, 1999; Woessmann & West, 2006).”