Identifying class size effects in developing countries : evidence from rural schools in Bolivia

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Identifying class size effects in developing countries : evidence from rural schools in Bolivia, Volume 1

Author:	Urquiola, Miguel;	Collection Title:	Policy, Research working papers ; no. WPS 2711
Country:	Bolivia;	Date Stored:	2001/12/17
Document Date:	2001/11/30	Document Type:	Policy Research Working Paper
Language:	English	Major Sector:	Education
Region:	Latin America & Caribbean	Report Number:	WPS2711
Sub Sectors:	Other Education	SubTopics:	Primary Education; Teaching and Learning; Education Reform and Management; Health Monitoring & Evaluation; Public Health Promotion; Gender and Education
Volume No:	1

Summary: Although class size has attracted great interest as a policy instrument, inferences on its effects are controversial. Recent work highlights a particular way to consider the endogeneity issues that affect this variable: class size is often correlated with enrollment, which may in turn be related to socioeconomic status. In Bolivia, the author shows, these correlations are significant. Building from institutional arrangements that determine pupil-teacher ratios in rural areas, the author implements two research designs to deal with this issue. The first uses a teacher allocation pattern as an instrumental variable; the second relies on variation from remote schools with a single class per grade. Both suggest that class size has a negative effect on test scores.


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	PDF 39 pages	WPS2711	0.52

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