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dc.contributor.authorBorgen, Nicolai T.
dc.contributor.authorKirkebøen, Lars J.
dc.contributor.authorKotsadam, Andreas
dc.contributor.authorRaaum, Oddbjørn
dc.coverage.spatialNorwayen_US
dc.date.accessioned2022-06-09T11:21:06Z
dc.date.available2022-06-09T11:21:06Z
dc.date.issued2022-06
dc.identifier.issn1892-753X
dc.identifier.urihttps://hdl.handle.net/11250/2998121
dc.description.abstractWe investigate the effects of a large-scale Norwegian reform that provided extra teachers to 166 lower secondary schools with relatively high student-teacher ratios and low average grades. We exploit these two margins using a regression discontinuity setup and find that the reform reduced the student-teacher ratio by around 10% (from a base level of 22 students per teacher), with no crowding out of other school resources or parental support. However, the reform did not improve test scores and longer-term academic outcomes, and we can reject even small positive effects. We do find that the reform improved the school environment from the students’ perspective, but with the largest impact on aspects most weakly associated with better academic outcomes.en
dc.description.sponsorshipDelfinansiert av Utdanningsdirektorateten_US
dc.language.isoengen_US
dc.publisherStatistisk sentralbyråen_US
dc.relation.ispartofseriesDiscussion Paper;No. 982
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectStudent-teacher-ratioen_US
dc.subjectClass sizeen_US
dc.subjectTest scoresen_US
dc.subjectNon-cognitive skillsen_US
dc.subjectRDDen_US
dc.titleDo funds for more teachers improve student outcomes?en_US
dc.typeWorking paperen_US
dc.source.pagenumber54en_US
dc.relation.projectEuropean Research Council: 818425en_US


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