Teachers’ Training, Class Size and Students’ Outcomes: Learning from Administrative Forecasting Mistakes

Pascal Bressoux, Francis Kramarz () and Corinne Prost
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Pascal Bressoux: Crest
Corinne Prost: Crest

No 2008-28, Working Papers from Center for Research in Economics and Statistics

Abstract: This paper uses a feature of the French system in which some novice teachers start their jobsbefore receiving any training. Moreover, thanks to administrative mistakes in forecasting thenumber of teachers, trained and untrained novice teachers are similar in 1991. We show thatthey are assigned to similar classes. In addition, we show that the same sample can be used toestimate the causal effect of class size. Our findings are: (1) teachers’ training substantiallyimproves students’ test scores in mathematics, except for initially low-achieving students; (2) asmall class is beneficial to students, especially to low-achieving ones.

Pages: 22
Date: 2008
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http://crest.science/RePEc/wpstorage/2008-28.pdf Crest working paper version (application/pdf)

Related works:
Journal Article: Teachers' Training, Class Size and Students' Outcomes: Learning from Administrative Forecasting Mistakes (2009)
Journal Article: Teachers’ Training, Class Size and Students’ Outcomes: Learning from Administrative Forecasting Mistakes (2009)
Working Paper: Teachers' Training, Class Size and Students' Outcomes: Learning from Administrative Forecasting Mistakes (2008)
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