Class Size, Teacher Hours and Educational Attainment*
利用丹麦行政数据，通过回归断点设计估计班级规模和每周教师课时对学生义务教育后教育成就的影响，发现较小班级规模有微弱的正面效应，对弱势背景学生影响更大。
Abstract We employ a regression‐discontinuity design to identify effects on educational attainment after compulsory school of class size and the number of pupils per weekly teacher hour using administrative rules as instruments. We use Danish administrative panel data. Average class size is 20, about the same as in the US and most European countries. Restricting the sample to observations close to the enrolment discontinuity points where the administrative rules have greatest predictive power, instrumental variables estimates are consistently negative. Estimates from the preferred specification are marginally significant and indicate modest effects in line with earlier studies. Estimates for subgroups are less precise, but they indicate larger effects for pupils from less advantaged backgrounds.