NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ995693
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0964-5292
Class Size Effects on Student Achievement: Heterogeneity across Abilities and Fields
De Paola, Maria; Ponzo, Michela; Scoppa, Vincenzo
Education Economics, v21 n2 p135-153 2013
In this paper, we analyze class size effects on college students exploiting data from a project offering special remedial courses in mathematics and language skills to freshmen enrolled at an Italian medium-sized public university. To estimate the effects of class size, we exploit the fact that students and teachers are virtually randomly assigned to teaching classes of different sizes. From our analysis, it emerges that controlling for a number of individual characteristics, larger classes determine a significant and sizeable negative effect on student performance in mathematics. Importantly, this negative effect is significantly larger for low-ability students and negligible for high-ability ones. On the other hand, class size effects do not appear to be relevant for student achievement in language skills. (Contains 2 figures, 5 tables, and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy