Details
| Original language | English |
|---|---|
| Pages (from-to) | 48-57 |
| Number of pages | 10 |
| Journal | Economics of Education Review |
| Volume | 65 |
| Early online date | 20 Jun 2018 |
| Publication status | Published - Aug 2018 |
Abstract
We use administrative panel data on about a quarter of a million students in the German state of Hesse to estimate the causal effect of class size on school tracking outcomes after elementary school. Our identification strategy relies on the quasi-random assignment of students to different class sizes based on maximum class size rules. In Germany, students are tracked into more or less academic middle school types at about age ten based, to a large extent, on academic achievement in elementary school. We mostly find no or small effects of class size in elementary school on receiving a recommendation or on the actual choice to attend the more academic middle school type. For male students, we find that an increase in class size by 10 students would reduce their chance of attending the higher school track—which more than 40% of students attend—by 3 percentage points.
Keywords
- Administrative data, Class size, Education production, Panel
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Economics, Econometrics and Finance(all)
- Economics and Econometrics
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In: Economics of Education Review, Vol. 65, 08.2018, p. 48-57.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Does class size matter for school tracking outcomes after elementary school?
T2 - Quasi-experimental evidence using administrative panel data from Germany
AU - Argaw, Bethlehem A.
AU - Puhani, Patrick A.
PY - 2018/8
Y1 - 2018/8
N2 - We use administrative panel data on about a quarter of a million students in the German state of Hesse to estimate the causal effect of class size on school tracking outcomes after elementary school. Our identification strategy relies on the quasi-random assignment of students to different class sizes based on maximum class size rules. In Germany, students are tracked into more or less academic middle school types at about age ten based, to a large extent, on academic achievement in elementary school. We mostly find no or small effects of class size in elementary school on receiving a recommendation or on the actual choice to attend the more academic middle school type. For male students, we find that an increase in class size by 10 students would reduce their chance of attending the higher school track—which more than 40% of students attend—by 3 percentage points.
AB - We use administrative panel data on about a quarter of a million students in the German state of Hesse to estimate the causal effect of class size on school tracking outcomes after elementary school. Our identification strategy relies on the quasi-random assignment of students to different class sizes based on maximum class size rules. In Germany, students are tracked into more or less academic middle school types at about age ten based, to a large extent, on academic achievement in elementary school. We mostly find no or small effects of class size in elementary school on receiving a recommendation or on the actual choice to attend the more academic middle school type. For male students, we find that an increase in class size by 10 students would reduce their chance of attending the higher school track—which more than 40% of students attend—by 3 percentage points.
KW - Administrative data
KW - Class size
KW - Education production
KW - Panel
UR - http://www.scopus.com/inward/record.url?scp=85049584114&partnerID=8YFLogxK
U2 - 10.1016/j.econedurev.2018.06.005
DO - 10.1016/j.econedurev.2018.06.005
M3 - Article
AN - SCOPUS:85049584114
VL - 65
SP - 48
EP - 57
JO - Economics of Education Review
JF - Economics of Education Review
SN - 0272-7757
ER -