Showing papers by "Joshua D. Angrist published in 1997"
Posted Content•
TL;DR: In this article, the effect of class size on student achievement has been investigated in the context of test scores of Israeli 4th and 5th graders and 3rd graders.
Abstract: The effect of class size on student achievement has long been of concern to educators, parents, and scholars. In Israeli public schools today, class size is partly determined using a rule proposed by Maimonides in the 12th century. This rule induces a nonlinear and non-monotonic relationship between enroll- ment size and class size. We use this relationship to construct instrumental variables estimates of the effect of class size on the test scores of Israeli 4th and 5th graders in 1991 and 3rd graders in 1992. Because the up-and-down pattern in class size induced by Maimonides' rule matches a similar pattern in test scores, the rule provides a credible source of exogenous variation for investigation of the causal effect of class size on student achievement. Our use of Maimonides' rule can be viewed as an application of Campbell's (1969) regression-discontinuity design to the class size question. The results of this application show that reductions in class size induce a significant increase in reading and math scores for 5th graders and a smaller increase in reading scores for 4th graders. In contrast, there is little evidence of any association between class size and the test scores of 3rd graders, although this finding may result from problems with the 1992 wave of the testing program. The estimates also suggest that the gains from small classes are largest for students from disadvantaged backgrounds. Besides being of metho- dological interest and providing new evidence on the class size question, these findings are of immediate policy interest in Israel where legislation to reduce the maximum class size is pending.
968 citations
Posted Content•
TL;DR: In this paper, the effect of class size on student achievement has been investigated in the context of test scores of Israeli 4th and 5th graders and 3rd graders.
Abstract: The effect of class size on student achievement has long been of concern to educators, parents, and scholars. In Israeli public schools today, class size is partly determined using a rule proposed by Maimonides in the 12th century. This rule induces a nonlinear and non-monotonic relationship between enroll- ment size and class size. We use this relationship to construct instrumental variables estimates of the effect of class size on the test scores of Israeli 4th and 5th graders in 1991 and 3rd graders in 1992. Because the up-and-down pattern in class size induced by Maimonides' rule matches a similar pattern in test scores, the rule provides a credible source of exogenous variation for investigation of the causal effect of class size on student achievement. Our use of Maimonides' rule can be viewed as an application of Campbell's (1969) regression-discontinuity design to the class size question. The results of this application show that reductions in class size induce a significant increase in reading and math scores for 5th graders and a smaller increase in reading scores for 4th graders. In contrast, there is little evidence of any association between class size and the test scores of 3rd graders, although this finding may result from problems with the 1992 wave of the testing program. The estimates also suggest that the gains from small classes are largest for students from disadvantaged backgrounds. Besides being of metho- dological interest and providing new evidence on the class size question, these findings are of immediate policy interest in Israel where legislation to reduce the maximum class size is pending.
593 citations
TL;DR: This article found that the elimination of compulsory French instruction led to a substantial reduction in the returns to schooling for Moroccans affected by the change, which was largely attributable to a loss of French writing skills.
Abstract: Until 1983, the language of instruction for most subjects in grades 6 and above in Moroccan public schools was French. Beginning in 1983, the language of instruction for new cohorts of Moroccan sixth graders was switched to Arabic. We use this policy change to estimate the effect of French language skills on test scores and earnings. The estimates suggest that the elimination of compulsory French instruction led to a substantial reduction in the returns to schooling for Moroccans affected by the change. This reduction appears to be largely attributable to a loss of French writing skills.
169 citations
TL;DR: In most sample selection models, the conditional mean function for regression error terms is independent of the regressors conditional on the selection-propensity score as mentioned in this paper, which is a fact that underlies much of the literature on semi-parametric selection models.
82 citations
Posted Content•
TL;DR: In this article, a model of the West Bank and Gaza Strip labor market is used to evaluate the effect of policies governing Palestinian access to the Israeli labor market, and the authors interpret changing location differentials in response to exogenous shocks as movements along an Israeli demand curve for migrant workers.
Abstract: Palestinian residents of the West Bank and Gaza Strip who work in Israel generally earn more than Palestinians employed locally, but this wage premium is highly volatile. Beginning with the 1987 Palestinian uprising, changes in wage differentials by work location parallel Palestinian absences from work in Israel. This article interprets changing location differentials in response to exogenous shocks as movements along an Israeli demand curve for migrant workers. Estimates of a model of the West Bank and Gaza Strip labor market are used to evaluate the effect of policies governing Palestinian access to the Israeli labor market.
3 citations