Large classroom variance of student age is prevalent in developing countries, where achievement tends to be low. This paper investigates whether increased classroom age variance adversely affects mathematics and science achievement. Using exogenous variation in the variance of student age in ability-mixing schools, the author finds robust negative effects of classroom age variance on fourth graders' achievement in developing countries. A simulation...
Voir la suite
INFORMATION
-
2011/01/01
-
Document de travail de recherche sur les politiques
-
WPS5527
-
1
-
1
-
2011/01/01
-
Disclosed
-
Shrinking classroom age variance raises student achievement : evidence from developing countries
-
standard deviation