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Identifying class size effects in developing countries : evidence from rural schools in Bolivia, Volume 1
 
Author:Urquiola, Miguel; Country:Bolivia;
Date Stored:2001/12/17Document Date:2001/11/30
Document Type:Policy Research Working PaperSubTopics:Primary Education; Teaching and Learning; Education Reform and Management; Health Monitoring & Evaluation; Public Health Promotion; Gender and Education
Language:EnglishMajor Sector:Education
Region:Latin America & CaribbeanReport Number:WPS2711
Sub Sectors:Other EducationCollection Title:Policy, Research working papers ; no. WPS 2711
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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