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dc.contributor.authorLindahl, Mikael
dc.date.accessioned2008-06-30
dc.date.accessioned2015-12-01T10:32:14Z-
dc.date.available2008-06-30
dc.date.available2015-12-01T10:32:14Z-
dc.date.issued2001
dc.identifier.otherurn:nbn:de:bsz:291-psydok-16901-
dc.identifier.urihttp://hdl.handle.net/20.500.11780/1125-
dc.description.abstractI estimate the effect of class size on scholastic achievement using that schools are only in session during the school year and out of session during the summer. This seasonal feature of the schooling system makes it possible to control for unobservable pupil characteristics affecting both the level and change in achievement. Using Swedish data, I find that smaller classes generate higher achievement. A comparison with the results from applying the same data to the widely used value-added model is also made.en
dc.language.isoen
dc.relation.ispartofseriesForschungsinstitut zur Zukunft der Arbeit/ Institute for the Study of Labor: IZA Discussion Paper Series;261
dc.rightspubl-ohne-podde
dc.rights.urihttp://psydok.sulb.uni-saarland.de/doku/lic_ohne_pod.phpde
dc.subject.classificationKlassenstärkede
dc.subject.classificationLernende
ubs.subject.ddc150
dc.subject.otherzu Hausede
dc.subject.otherErfolgde
dc.subject.otherLeistungde
dc.subject.otherClass sizeen
dc.subject.othersummer learningen
dc.subject.otherschool-year learningen
dc.subject.otherdifference-in-differencesen
dc.subject.othervalue-added modelen
dc.titleHome versus School Learning: A New Approach to Estimating the Effect of Class Size on Achievementen
dc.typeReport (Bericht)
dc.date.updated2014-02-25
ubs.publikation.typreport
ubs.publikation.sourceIZA Discussion Paper Series No. 261
ubs.institutForschungsinstitut zur Zukunft der Arbeit/ Institute for the Study of Labor
ubs.fakultaetPsychologie: Sonstiges
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