IV-estimates of Class size on the Learning Environment: Teacher and Pupil Perceptions
| Outcome [#pupils; #districts × cohorts; #clusters] | All (1) | Family income | Difference (2) and (3) (4) | |
|---|---|---|---|---|
| Below median (2) | Above median (3) | |||
| Panel A: Teacher perceptions | ||||
| Important that pupils take responsibility for their own learning [1,848; 93; 56] | 0.0155** (0.0072) | 0.0170** (0.0074) | 0.0143** (0.0066) | 0.0027 (0.0099) |
| Panel B: Pupil perceptions | ||||
| Pupil thinks it is easy to understand when teacher explains in front of class [2,719; 83; 52] | −0.0055*** (0.0019) | −0.0138*** (0.0042) | 0.0025 (0.0040) | −0.0163*** (0.0058) |
| Pupil asks the teacher for help if (s)he does not understand [2,802; 83; 52] | −0.0015 (0.0015) | −0.0043 (0.0029) | −0.0003 (0.0030) | −0.0040 (0.0041) |
↵Note: Panel A is based on (the teachers of) are presentative samples of individuals born in 1982 in one-school districts. Panel B is based on representative samples of individuals born in 1967 and 1972. In panel A, Columns 2 and 3 present separate estimates for schools where family income is below/above median. In Panel B, Columns 2 and 3 present separate estimates for pupils whose parents earn below/above median. Average class size in Grades 4–6 is instrumented by indicators for being above first, second, or third threshold of the class size rule. All models include the following controls for school district enrollment in grade 4: fixed effects for enrollment segment; linear controls for enrollment that are interacted with threshold. In addition all models include the following baseline controls: municipality-by-cohort fixed effects, gender, dummy variables for month of birth, dummy variables for mother’s and father’s educational attainment, parental income, mother’s age at child’s birth, indicators for being a first or second generation Nordic immigrant, indicators for being a first or second generation non-Nordic immigrant, an indicator for having separated parents, and the number of siblings. Standard errors adjusted for clustering by enrollment count are in parentheses. ***/**/* = the estimates are significantly different from zero at the 1/5/10 percent level, respectively.