The surprising effect of larger class sizes: Evidence using two identification strategies

Denny, Kevin; Oppedisano, Veruska

doi:10.1016/j.labeco.2013.04.004

Cited by 52 publications

(33 citation statements)

References 30 publications

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“…The approach exploits the fact that different students have different instruction times in math, language, and science. He finds that instruction time has a significant positive effect on student achievement that is modest to large, suggesting that increasing instruction time by one hour per week would increase achievement by 6 percent of a standard deviation in OECD and Eastern European 9 Applying the same instrumental variable strategy combined with school fixed effects-as well as an identification strategy based on restrictions placed on higher moments of the error distribution-to the PISA math data for the United States and the United Kingdom, Denny and Oppedisano (2013) find positive effects of larger classes, significant in the United Kingdom.…”

Section: Instruction Timementioning

confidence: 99%

The Importance of School Systems: Evidence from International Differences in Student Achievement

Woessmann

2016

Journal of Economic Perspectives

187

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Students in some countries do far better on international achievement tests than students in other countries. Is this all due to differences in what students bring with them to school—socioeconomic background, cultural factors, and the like? Or do school systems make a difference? This essay argues that differences in features of countries' school systems, and in particular their institutional structures, account for a substantial part of the cross-country variation in student achievement. It first documents the size and cross-test consistency of international differences in student achievement. Next, it uses the framework of an education production function to provide descriptive analysis of the extent to which different factors of the school system, as well as factors beyond the school system, account for cross-country achievement differences. Finally, it covers research that goes beyond descriptive associations by addressing leading concerns of bias in cross-country analysis. The available evidence suggests that differences in expenditures and class size play a limited role in explaining cross-country achievement differences, but that differences in teacher quality and instruction time do matter. This suggests that what matters is not so much the amount of inputs that school systems are endowed with, but rather how they use them. Correspondingly, international differences in institutional structures of school systems such as external exams, school autonomy, private competition, and tracking have been found to be important sources of international differences in student achievement.

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Section: Instruction Timementioning

confidence: 99%

The Importance of School Systems: Evidence from International Differences in Student Achievement

Woessmann

2016

Journal of Economic Perspectives

187

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“…Nesse subfator ficou evidente a importância que a autonomia, a gestão dos recursos, o número de estudantes por turma, o ambiente em sala de aula e as próprias motivações dos professores pode ter no sucesso da aprendizagem. Esse subfator foi também alvo da literatura internacional (ANDERSON et al, 2007;CHEEMA;KITSANTAS, 2014;SANTÍN, 2014;DEMIR;KILIÇ;ÜNAL, 2010;DENNY;OPPEDISANO, 2013;GÜZEL;BERBEROĞLU, 2005;LEE, 2012;VAN-DENBERGHE;ROBIN, 2004).…”

Section: (V) Uso Das Tecnologias Da Informação E Comunicação (Tic)unclassified

Fatores influenciadores dos resultados de matemática de estudantes portugueses e brasileiros no PISA: revisão integrativa

Pinto

Silva

Neto

2016

Ciênc. educ. (Bauru)

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Resumo:A presente revisão integrativa tem como objetivo conhecer os principais fatores influenciadores dos resultados de estudantes portugueses e brasileiros nas edições do PISA, de 2000 a 2012, de acordo com a literatura publicada. Identificaram-se cinco fatores e dez subfatores. Os fatores mais determinantes nos estudos considerados são o sistema educativo, o contexto socioeconômico dos estudantes e as características das escolas. Esta revisão integrativa evidencia que há uma multiplicidade de fatores que afetam o desempenho de estudantes no PISA, tanto em Portugal como no Brasil. Ressalta também a lacuna significativa de estudos na literatura, havendo fatores que são pouco ou mesmo nada estudados em ambos os países. Existe, assim, uma necessidade de maior investimento em investigação na área, aproveitando o manancial de dados gerados pelo PISA.Palavras-chave: PISA. Letramento em matemática. Desempenho. Sistema educativo. Brasil. Portugal. Abstract:The present integrative review has the goal of knowing the main factors influencing the results of Portuguese and Brazilian students in the editions of PISA, from 2000 to 2012, according to the published literature. Five factors and ten sub-factors have been identified. The more determinant factors in the considered studies were the educational system, the socioeconomic context of the students and the characteristics of schools. This integrative review gives evidence of the multiplicity of factors that affect the performance of students in PISA, in Portugal as in Brazil. There also exists a significant gap in studies in the literature, as there are factors that are scarcely or not at all analysed in both countries. There is in consequence a need of a bigger investment in research in this area, taking advantage of the huge set of data generated by PISA.

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“…The IVs used are the city-level average non-intimate and intimate contact incidences. 8 This type of regional aggregated variable is often used as the instrumental variable in other studies (e.g., Denny and Oppedisano, 2013;Dustmann and Preston, 2001;Morris, 2007;Pan et al, 2013;Sloan et al, 2001;Woessmann and West, 2006).…”

Section: Empirical Methodologymentioning

confidence: 99%

“…This method has appeared in a number of publications as the strategy to deal with the endogeneity problem (e.g., Emran and Hou, 2013;Huang et al, 2009;Kelly et al, 2014;Sabia, 2007;Zhao, 2015). In particular, Denny and Oppedisano (2013) and Dang and Rogers (2015) also combine Lewbel's method with the common IV approach. The identification of Lewbel's method comes from the heteroscedasticity of the endogenous variables.…”

Section: Empirical Methodologymentioning

confidence: 99%

Does contact improve attitudes towards migrants in China?

Xue

2018

Econ Transit

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Over the past three decades, China has experienced significant internal migration. However, migrants are often socially segregated and discriminated against in their destination cities in China. This paper uses a large representative survey to investigate whether interpersonal contact between urban locals and migrants improves urban locals’ attitudes towards migrants. The novel part of this paper is to examine the effect of different contact experiences on multiple dimensions of attitudes. The results show distinct patterns between the effects of non‐intimate and intimate contact experiences. All the OLS results, IV results and IV results together with Lewbel's () heteroscedasticity identification approach suggest that non‐intimate contact experience only significantly improves willingness to engage in non‐intimate interactions, and the magnitude of the effect reduces as the intimacy level of the intended interaction increases. On the contrary, intimate contact experience significantly improves willingness to engage in both non‐intimate and intimate interactions.

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The surprising effect of larger class sizes: Evidence using two identification strategies

Cited by 52 publications

References 30 publications

The Importance of School Systems: Evidence from International Differences in Student Achievement

The Importance of School Systems: Evidence from International Differences in Student Achievement

Fatores influenciadores dos resultados de matemática de estudantes portugueses e brasileiros no PISA: revisão integrativa

Does contact improve attitudes towards migrants in China?

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