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Shrinking classroom age variance raises student achievement : evidence from developing countries
 
Author:Wang, Liang Choon; Collection Title:Policy Research working paper ; no. WPS 5527
Country:World; Date Stored:2011/01/10
Document Date:2011/01/01Document Type:Policy Research Working Paper
Language:EnglishMajor Sector:Education
Rel. Proj ID:1W-Research Work In Dechd -- -- P124005;Region:The World Region
Report Number:WPS5527Sub Sectors:General education sector
SubTopics:Scientific Research & Science Parks; Tertiary Education; Secondary Education; Youth and Governance; Educational SciencesVolume No:1 of 1

Summary: Large classroom variance of student age is prevalent in developing countries, where achievement tends to be low. This paper investigates whether increased classroom age variance adversely affects mathematics and science achievement. Using exogenous variation in the variance of student age in ability-mixing schools, the author finds robust negative effects of classroom age variance on fourth graders' achievement in developing countries. A simulation demonstrates that re-grouping students by age in the sample can improve math and science test scores by roughly 0.1 standard deviations. According to past estimates for the United States, this effect size is similar to that of raising expenditures per student by 26 percent.

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