USING MAIMONIDES’ RULE TO ESTIMATE THE EFFECT OF CLASS SIZE ON SCHOLASTIC ACHIEVEMENT*

By Oshua, A. D, Ngrist. 2003

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Citations in the corpus

In a Small Moment: Class Size and Moral Hazard in the Italian Mezzogiorno (2016, unknown): “1 Our investigation of the effect of score manipulation on the measurement of education production in Italy begins by applying the quasi-experimental research design introduced by Angrist and Lavy (1999). This design exploits variation in class size induced by rules stipulating a class size cutoff.”
Evaluating China's poverty alleviation program: A regression discontinuity approach (2013, methodology): “This setup corresponds with a Fuzzy Design.”
ON T HE SPECIFICATION A ND ESTIMATION OF T HE PRODUCTION F UNCTION F OR COGNITIVE ACHIEVEMENT (2003, unknown): “For example, Angrist and Lavy (1999) make use of Maimonides’ rule, a rule that partly determines class sizes in Israel, as an instrumental variable in analysing what they term the ‘casual effect’ of class-size on student achievement.”
Parental Effort, School Resources, and Student Achievement (2008, background): “I. Introduction There is a long-standing debate whether improving school financial resources will improve student achievement.”
Land Use Regulation and Welfare (2014, unknown): “gression Discontinuity design is increasingly popular and is used to investigate, for example, the effect of class sizes on educational attainment (Angrist and Lavy, 1999), the effect of changes in social assistance programs on employment (Lemieux and Milligan, 2008), or the effect of mayoral party ”
Instrumental variables methods in experimental criminological research: what, why and how (2006, unknown): “A second example from my portfolio illustrates the fact that instrumental variables need not be randomly assigned to be useful.14 Angrist and Lavy (1999) constructed instrumental variables estimates of the effects of class size on test scores.”
Schooling Quality in Eastern Europe: Educational Production During Transition (2003, background): “First, only the student background variables are regressed on the test scores, then the resource and the institutional variables are added to the production function, respectively.”
Education production functions (2020, background): “When done in the case of class sizes, the evidence has been mixed (Angrist & Lavy, 1999; Hoxby, 2000; Rivkin, Hanushek, & Kain, 2005).”
Can Entrepreneurial Activity be Taught? Quasi-Experimental Evidence from Central America (2011, methodology): “For other prominent examples of this approach, see for example Angrist and Lavy (1999), van der Klaauw (2002), Jacob and Lefgren (2004), or Ludwig and Miller (2007).”
Can information alone change behavior? Response to arsenic contamination of groundwater in Bangladesh (2007, background): “16 Angrist and Lavy (1999), Chay and Greenstone (2005), Cook and Campbell (1979) 17 Households whose wells are safe or those who do not know whether their wells are safe may change, because the well malfunctions or the quality of the water deteriorates.”