Abstract
We study differential parental responses to variation in class size induced by a maximum class size rule in Swedish schools. In response to an increase in class size: (1) only high-income parents help their children more with homework; (2) all parents are more likely to move their child to another school; and (3) only low-income children find their teachers harder to follow when taught in a larger class. These findings indicate that public and private investments in children are substitutes, and help explain why the negative effect of class size on achievement in our data is concentrated among low-income children.
- Received November 2014.
- Accepted June 2015.
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In this issue
Jump to section
- Article
- Abstract
- I. Introduction
- II. Conceptual Framework
- III. Institutional Background6
- IV. Data
- V. Estimation Strategy
- VI. Balancing, First Stage, and Achievement
- VII. Parental Responses to Class Size
- VIII. The Learning Environment and the Total Effect of Class Size
- IX. Conclusion
- Appendix 1 Total Effects of a Change in Public Investment (s) under the CES Production Structure
- Appendix 2 Further Tables
- Footnotes
- References
- Figures & Data
- Supplemental
- Info & Metrics
- References