Do Smaller Classes Always Improve Students’ Long‐run Outcomes?

Falch, Torberg; Sandsør, Astrid Marie Jorde; Strøm, Bjarne

doi:10.1111/obes.12161

Cited by 25 publications

(24 citation statements)

References 84 publications

(116 reference statements)

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“…Recently Fredriksson et al (2013Fredriksson et al ( , 2014, using Swedish data, were the first to report statistically significant effects on earnings and find that a 1 pupil decrease leads to 1.5 percentage point increase in earnings. A recent study using Norwegian data by Falch et al (2017) do not find any significant beneficial long-term effects from a middle school class size reduction, consistent with the absence of effects in Leuven et al (2008).…”

Section: Introductionmentioning

confidence: 61%

Long-Term Impacts of Class Size in Compulsory School

Leuven¹,

Løkken²

2018

J. Human Resources

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Abstract:How does class size in compulsory school affect peoples' long run education and earnings? We use maximum class size rules and Norwegian administrative registries allowing us to observe outcomes up to age 48. We do not find any indication of beneficial effects of class size reduction in compulsory school. For a 1 person reduction in class size we can rule out effects on income as small as 0.087 percent in primary school and 0.12 percent in middle school. Population differences in parental background, school size or competitive pressure do not appear to reconcile our findings with previous studies. Keywords

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Section: Introductionmentioning

confidence: 61%

Long-Term Impacts of Class Size in Compulsory School

Leuven¹,

Løkken²

2018

J. Human Resources

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“…This allows the teachers to pay more attention to each child and gives a greater opportunity for the student to be active. Comprehensive research has true enough not been able to find unequivocal links between class size and student achievement (Falch, Sandsør & Strøm, 2017). At the same time, studies have shown increased learning outcomes from teaching in small student groups (Elbaum, Vaughn, Hughes & Moody, 1999;Vaughn et al, 2003).…”

Section: Discussionmentioning

confidence: 99%

Conditions for academic learning for students receiving special education

Reite¹,

Haug²

2019

NTPK

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This article discusses the research question What are the conditions for academic learning for students receiving special education in years 5-10? These have been examined by studying the surface structure and certain elements in the deeper structure of both special education and general education. The data consists of video observations of 8 individual students who have been granted special education. Through qualitative and quantitative analyses, we have found that the surface structures of both special education and general education are nearly identical. For the most part the instruction is teacher-controlled, the students receiving special education get more teacher support in special education than in general education and they cooperate to a very small degree with other students in both types of education. All in all, the students involved in special education appear to be offered the best conditions for learning in special education. Possible explanations and implications are discussed.

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“…Our findings can be compared with evidence in Leuven, Oosterbeek and R⊘nning () and Falch et al . () indicating that supply‐side policies such as class size reductions have negligible effects on short‐term outcomes (test scores) and long‐term outcomes (educational attainment) in Norway. Taken literally, this finding suggests that education policy discussions should be relatively more concentrated on possible demand‐side problems and student incentives than on traditional supply‐side policies.…”

Section: Discussionmentioning

confidence: 99%

Earning or Learning? How Extending Closing Time in the Retail Sector Affects Youth Employment and Education

Bensnes

Str⊘m

2018

Oxf Bull Econ Stat

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This paper estimates the causal impact of increased demand for low-skilled workers on youth employment, and short and long run education. We exploit quasi-experimental demand shifts for retail workers due to changes in allowed opening hours for retail stores across Norwegian municipalities. We find that relaxed restrictions on opening hours increased employment in the sector and permanently reduced educational attainment for affected high school students. The results suggest that policies or shocks that increase demand for low-skilled workers in the short term might have negative long-run effects in terms of reduced educational attainment.

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Do Smaller Classes Always Improve Students’ Long‐run Outcomes?

Cited by 25 publications

References 84 publications

Long-Term Impacts of Class Size in Compulsory School

Long-Term Impacts of Class Size in Compulsory School

Conditions for academic learning for students receiving special education

Earning or Learning? How Extending Closing Time in the Retail Sector Affects Youth Employment and Education

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