Class Size and Educational Achievement in Tunisia: A Spatial Econometric Approach

Faten Darwez (), Khaled Jeguirim and Christopher R. Bryant ()
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Faten Darwez: Faculty of Economics and Management of Sousse, University of Sousse, Tunisia
Christopher R. Bryant: School of Environmental Design and Rural Development, University of Guelph, Canada

Region et Developpement, 2020, vol. 52, 83-104

Abstract: This paper addresses a new conceptual framework related to the study of the class size effect on student achievement. It proposes a methodologically different approach from the studies carried out so far. Based on regional observations on schools in Tunisia, the analy-sis is based on a spatial exploration of analyzed data (ESDA) and estimates the effect of class size through a spatial Durbin model. The results are in line with studies that defend the reduction of class size to yield better academic performance. However, the reduction in class size has significant effects only with 25 pupils, and little beyond.

Keywords: Education; Class size; Spatial autocorrelation; Spatial Durbin model; Tunisia (search for similar items in EconPapers)
JEL-codes: C23 C31 I21 (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:tou:journl:v:52:y:2020:p:83-104

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