Class Size Versus Class Composition: What Matters for Learning in East Africa?

Sam Jones

No wp-2013-065, WIDER Working Paper Series from World Institute for Development Economic Research (UNU-WIDER)

Abstract: Raising schooling quality in low-income countries is a pressing challenge. Substantial research has considered the impact of cutting class sizes on skills acquisition. Considerably less attention has been given to the extent to which peer effects, which refer to class composition, also may affect outcomes. This study uses new microdata from East Africa, incorporating test score data for over 250,000 children, to compare the likely efficacy of these two types of interventions. Endogeneity bias is addressed via fixed effects and instrumental variables techniques.

Keywords: Econometric models (Economic development); Education (search for similar items in EconPapers)
Date: 2013
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Citations: View citations in EconPapers (2)

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