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Do Smaller Classes Always Improve Students’ Long-run Outcomes?

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  • Torberg Falch
  • Astrid Marie Jorde Sandsør
  • Bjarne Strøm

Abstract

We exploit the strict class size rule in Norway and matched individual and school register information for 1982?2011 to estimate long run causal effects on income and educational attainment. Contrary to recent evidence from the US and Sweden, we do not find any significant average effect on long run outcomes of reduced class size. We further use the large register data set and quasi-experimental strategy to estimate whether the class size effect depends on external conditions facing students and schools, such as teacher quality, extent of upper secondary school choice, school district size, local fiscal constraints and labor market conditions. Overall, we find that the class size effect does not depend on school district characteristics. The absence of class size effects on long run outcomes in Norway is consistent with earlier findings for short run outcomes using comparable data and empirical strategies.
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  • Torberg Falch & Astrid Marie Jorde Sandsør & Bjarne Strøm, 2017. "Do Smaller Classes Always Improve Students’ Long-run Outcomes?," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 79(5), pages 654-688, October.
    • Handle: RePEc:bla:obuest:v:79:y:2017:i:5:p:654-688
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    Cited by:

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    3. Bonesrønning, Hans & Finseraas, Henning & Hardoy, Ines & Iversen, Jon Marius Vaag & Nyhus, Ole Henning & Opheim, Vibeke & Salvanes, Kari Vea & Sandsør, Astrid Marie Jorde & Schøne, Pål, 2022. "Small-group instruction to improve student performance in mathematics in early grades: Results from a randomized field experiment," Journal of Public Economics, Elsevier, vol. 216(C).
    4. Adrien Bouguen & Julien Grenet & Marc Gurgand, 2017. "La taille des classes influence-t-elle la réussite scolaire ?," Institut des Politiques Publiques hal-02453596, HAL.
    5. Astrid Marie Jorde Sandsør & Torberg Falch & Bjarne Strøm, 2022. "Long‐run Effects of Local Government Mergers on Educational Attainment and Income," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 84(1), pages 185-213, February.
    6. Adrien Bouguen & Julien Grenet & Marc Gurgand, 2017. "Does class size influence student achievement?," Institut des Politiques Publiques halshs-02522747, HAL.
    7. Green, Colin P. & Vaag Iversen, Jon Marius, 2020. "Refugees and the Educational Attainment of Natives," IZA Discussion Papers 13433, Institute of Labor Economics (IZA).
    8. Adrien Bouguen & Julien Grenet & Marc Gurgand, 2017. "La taille des classes influence-t-elle la réussite scolaire ?," Post-Print hal-02453596, HAL.
    9. Henning Finseraas & Ole Henning Nyhus & Kari Vea Salvanes & Astrid Marie Jorde Sandsør, 2024. "Sustained Effects of Small-Group Instruction in Mathematics," CESifo Working Paper Series 11021, CESifo.
    10. Adrien Bouguen & Julien Grenet & Marc Gurgand, 2017. "Does class size influence student achievement?," Post-Print halshs-02522747, HAL.
    11. Green, Colin & Iversen, Jon Marius Vaag, 2022. "Refugees and the educational attainment of natives: Evidence from Norway," Economics of Education Review, Elsevier, vol. 88(C).
    12. Nicolai T. Borgen & Lars J. Kirkebøen & Andreas Kotsadam & Oddbjørn Raaum, 2022. "Do funds for more teachers improve student outcomes?," Discussion Papers 982, Statistics Norway, Research Department.
    13. Falch, Torberg & Iversen, Jon Marius Vaag & Nyhus, Ole Henning & Strøm, Bjarne, 2022. "Quality measures in higher education: Norwegian evidence," Economics of Education Review, Elsevier, vol. 87(C).

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