Class Size, Instruction Time and Central Exit Examinations : disentangling the Relative Contributions to Scholastic Achievement

Wiermann, Christian

Class Size, Instruction Time and Central Exit Examinations : disentangling the Relative Contributions to Scholastic Achievement

Dateien

05_04.pdfGröße: 262.53 KBDownloads: 573

Datum

2005

Autor:innen

Wiermann, Christian

Open Access-Veröffentlichung

Open Access Green

Sammlungen

Wirtschaftswissenschaften

Publikationstyp

Working Paper/Technical Report

Publikationsstatus

Published

Zusammenfassung

We analyze the effects of instruction time and class size on student achievement in Germany. Using econometric evaluation techniques we are able to deal with unobserved heterogeneity in the student body. Specifically we apply first-difference methods and matching across subjects to control for overall student ability and specific skills. We find that an increase in class size reduces the performance of the students, while additional lessons improve the test score achievement. Both effects differ across federal states and individuals: Additional instruction time in states with central exit examinations enhances performance, while there is no effect in states without central exit examinations and more able students profit more from additional lessons as compared to their less able fellow students. We furthermore show that that reductions in class size accompanied by a decrease in instruction time can be a cost neutral instrument to raise student performance in states with central exit examinations.

Fachgebiet (DDC)

330 Wirtschaft

Schlagwörter

PISA, Educational Economics, PISA, Instruction Time, Class Size

Zitieren

ISO 690

WIERMANN, Christian, 2005. Class Size, Instruction Time and Central Exit Examinations : disentangling the Relative Contributions to Scholastic Achievement

BibTex

@techreport{Wiermann2005Class-12284,
  year={2005},
  series={Diskussionspapiere der DFG-Forschergruppe Heterogene Arbeit},
  title={Class Size, Instruction Time and Central Exit Examinations : disentangling the Relative Contributions to Scholastic Achievement},
  number={05/04},
  author={Wiermann, Christian}
}

RDF

<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/12284">
    <dc:contributor>Wiermann, Christian</dc:contributor>
    <dcterms:abstract xml:lang="eng">We analyze the effects of instruction time and class size on student achievement in Germany. Using econometric evaluation techniques we are able to deal with unobserved heterogeneity in the student body. Specifically we apply first-difference methods and matching across subjects to control for overall student ability and specific skills. We find that an increase in class size reduces the performance of the students, while additional lessons improve the test score achievement. Both effects differ across federal states and individuals: Additional instruction time in states with central exit examinations enhances performance, while there is no effect in states without central exit examinations and more able students profit more from additional lessons as compared to their less able fellow students. We furthermore show that that reductions in class size accompanied by a decrease in instruction time can be a cost neutral instrument to raise student performance in states with central exit examinations.</dcterms:abstract>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/46"/>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-03-25T09:44:02Z</dc:date>
    <dc:format>application/pdf</dc:format>
    <dcterms:title>Class Size, Instruction Time and Central Exit Examinations : disentangling the Relative Contributions to Scholastic Achievement</dcterms:title>
    <dc:rights>terms-of-use</dc:rights>
    <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/12284/1/05_04.pdf"/>
    <dcterms:rights rdf:resource="https://rightsstatements.org/page/InC/1.0/"/>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-03-25T09:44:02Z</dcterms:available>
    <dc:language>eng</dc:language>
    <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/12284/1/05_04.pdf"/>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dc:creator>Wiermann, Christian</dc:creator>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/46"/>
    <bibo:uri rdf:resource="http://kops.uni-konstanz.de/handle/123456789/12284"/>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dcterms:issued>2005</dcterms:issued>
  </rdf:Description>
</rdf:RDF>