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The effect of class size on student achievement: evidence from Bangladesh

Asadullah, M. N. (2005) The effect of class size on student achievement: evidence from Bangladesh. Applied Economics Letters, 12 (4). pp. 217-221. ISSN 1466-4291

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To link to this item DOI: 10.1080/1350485042000323608


This study examines the effect of class size on student achievement in Bangladesh using national secondary school survey data. A Ministry of Education rule regarding allocation of teachers to secondary grades is exploited to construct an instrument for class size. This rule causes a discontinuity between grade enrolment and class size thereby generating exogenous variation in the latter. It is found that OLS and IV estimates of class size effects have perverse signs: both yield a positive coefficient on the class size variable. The results suggest that reduction in class size in secondary grades is not efficient in a developing country like Bangladesh. Last, as by-product, some evidence is found suggesting that greater competition among schools improve student achievement.

Item Type:Article
Divisions:Arts, Humanities and Social Science > School of Politics, Economics and International Relations > Economics
ID Code:31734
Publisher:Taylor & Francis

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