Shrinking Classroom Age Variance Raises Student Achievement : Evidence from Developing Countries

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...

Full description

Bibliographic Details
Main Author:	Wang, Liang Choon
Format:	Policy Research Working Paper
Language:	English
Published:	2012
Subjects:	ABILITY GROUPING ACADEMIC ACHIEVEMENT AGE DIFFERENCES AGE GROUPS ATTENTION AVERAGE CLASS SIZE AVERAGE SCIENCE ACHIEVEMENT AVERAGE TEST SCORE BEHAVIOR PROBLEMS BEHAVIORAL PROBLEMS BOOKS AT HOME CLASS SIZE COGNITIVE SKILLS COMPULSORY SCHOOLING DEVELOPMENT RESEARCH DISSERTATION EARLY CHILDHOOD ECONOMIC DEVELOPMENT ECONOMIC GROWTH ECONOMICS OF EDUCATION EDUCATION SYSTEMS EIGHTH-GRADE ENTRANCE AGE EXPENDITURES EXPENDITURES PER STUDENT EXPERIMENTS FORMAL SCHOOLING GENDER GRADE LEVELS HUMAN CAPITAL HUMAN DEVELOPMENT HUMAN RESOURCES INSTRUCTION LEARNING LEARNING ENVIRONMENT LEARNING OUTCOMES LITERATURE LOWER ACHIEVEMENT MATH ACHIEVEMENT MATH TEACHER MATHEMATICS OLD STUDENTS OPEN ACCESS PAPERS PEDAGOGIES QUALIFIED TEACHERS READERS RESEARCH WORKING PAPERS RETENTION SCENARIO SCHOLASTIC ACHIEVEMENT SCHOOLS SCIENCE ACHIEVEMENT SCIENCE CLASSES SCIENCE SCORES SCIENCE TEACHER SCIENCE TEACHING SELF ESTEEM SIMULATION STUDENT ABILITY STUDENT ACHIEVEMENT STUDENT BACKGROUND CHARACTERISTICS STUDENT CHARACTERISTICS STUDENT OUTCOMES STUDENT PERFORMANCE SUBJECTS TEACHER TEACHERS TEACHING TEACHING EXPERIENCE TECHNIQUES TEST SCORES TYPES OF STUDENTS VALIDITY
Online Access:	http://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000158349_20110110163516 http://hdl.handle.net/10986/3300

id	okr-10986-3300
recordtype	oai_dc
spelling	okr-10986-33002021-04-23T14:02:08Z Shrinking Classroom Age Variance Raises Student Achievement : Evidence from Developing Countries Wang, Liang Choon ABILITY GROUPING ACADEMIC ACHIEVEMENT AGE DIFFERENCES AGE GROUPS ATTENTION AVERAGE CLASS SIZE AVERAGE SCIENCE ACHIEVEMENT AVERAGE TEST SCORE BEHAVIOR PROBLEMS BEHAVIORAL PROBLEMS BOOKS AT HOME CLASS SIZE COGNITIVE SKILLS COMPULSORY SCHOOLING DEVELOPMENT RESEARCH DISSERTATION EARLY CHILDHOOD ECONOMIC DEVELOPMENT ECONOMIC GROWTH ECONOMICS OF EDUCATION EDUCATION SYSTEMS EIGHTH-GRADE ENTRANCE AGE EXPENDITURES EXPENDITURES PER STUDENT EXPERIMENTS FORMAL SCHOOLING GENDER GRADE LEVELS HUMAN CAPITAL HUMAN DEVELOPMENT HUMAN RESOURCES INSTRUCTION LEARNING LEARNING ENVIRONMENT LEARNING OUTCOMES LITERATURE LOWER ACHIEVEMENT MATH ACHIEVEMENT MATH TEACHER MATHEMATICS OLD STUDENTS OPEN ACCESS PAPERS PEDAGOGIES QUALIFIED TEACHERS READERS RESEARCH WORKING PAPERS RETENTION SCENARIO SCHOLASTIC ACHIEVEMENT SCHOOLS SCIENCE ACHIEVEMENT SCIENCE CLASSES SCIENCE SCORES SCIENCE TEACHER SCIENCE TEACHING SELF ESTEEM SIMULATION STUDENT ABILITY STUDENT ACHIEVEMENT STUDENT BACKGROUND CHARACTERISTICS STUDENT CHARACTERISTICS STUDENT OUTCOMES STUDENT PERFORMANCE SUBJECTS TEACHER TEACHERS TEACHING TEACHING EXPERIENCE TECHNIQUES TEST SCORES TYPES OF STUDENTS VALIDITY 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 demonstrates that re-grouping students by age in the sample can improve math and science test scores by roughly 0.1 standard deviations. According to past estimates for the United States, this effect size is similar to that of raising expenditures per student by 26 percent. 2012-03-19T17:59:49Z 2012-03-19T17:59:49Z 2011-01-01 http://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000158349_20110110163516 http://hdl.handle.net/10986/3300 English Policy Research working paper ; no. WPS 5527 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank Publications & Research :: Policy Research Working Paper The World Region The World Region
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	ABILITY GROUPING ACADEMIC ACHIEVEMENT AGE DIFFERENCES AGE GROUPS ATTENTION AVERAGE CLASS SIZE AVERAGE SCIENCE ACHIEVEMENT AVERAGE TEST SCORE BEHAVIOR PROBLEMS BEHAVIORAL PROBLEMS BOOKS AT HOME CLASS SIZE COGNITIVE SKILLS COMPULSORY SCHOOLING DEVELOPMENT RESEARCH DISSERTATION EARLY CHILDHOOD ECONOMIC DEVELOPMENT ECONOMIC GROWTH ECONOMICS OF EDUCATION EDUCATION SYSTEMS EIGHTH-GRADE ENTRANCE AGE EXPENDITURES EXPENDITURES PER STUDENT EXPERIMENTS FORMAL SCHOOLING GENDER GRADE LEVELS HUMAN CAPITAL HUMAN DEVELOPMENT HUMAN RESOURCES INSTRUCTION LEARNING LEARNING ENVIRONMENT LEARNING OUTCOMES LITERATURE LOWER ACHIEVEMENT MATH ACHIEVEMENT MATH TEACHER MATHEMATICS OLD STUDENTS OPEN ACCESS PAPERS PEDAGOGIES QUALIFIED TEACHERS READERS RESEARCH WORKING PAPERS RETENTION SCENARIO SCHOLASTIC ACHIEVEMENT SCHOOLS SCIENCE ACHIEVEMENT SCIENCE CLASSES SCIENCE SCORES SCIENCE TEACHER SCIENCE TEACHING SELF ESTEEM SIMULATION STUDENT ABILITY STUDENT ACHIEVEMENT STUDENT BACKGROUND CHARACTERISTICS STUDENT CHARACTERISTICS STUDENT OUTCOMES STUDENT PERFORMANCE SUBJECTS TEACHER TEACHERS TEACHING TEACHING EXPERIENCE TECHNIQUES TEST SCORES TYPES OF STUDENTS VALIDITY
spellingShingle	ABILITY GROUPING ACADEMIC ACHIEVEMENT AGE DIFFERENCES AGE GROUPS ATTENTION AVERAGE CLASS SIZE AVERAGE SCIENCE ACHIEVEMENT AVERAGE TEST SCORE BEHAVIOR PROBLEMS BEHAVIORAL PROBLEMS BOOKS AT HOME CLASS SIZE COGNITIVE SKILLS COMPULSORY SCHOOLING DEVELOPMENT RESEARCH DISSERTATION EARLY CHILDHOOD ECONOMIC DEVELOPMENT ECONOMIC GROWTH ECONOMICS OF EDUCATION EDUCATION SYSTEMS EIGHTH-GRADE ENTRANCE AGE EXPENDITURES EXPENDITURES PER STUDENT EXPERIMENTS FORMAL SCHOOLING GENDER GRADE LEVELS HUMAN CAPITAL HUMAN DEVELOPMENT HUMAN RESOURCES INSTRUCTION LEARNING LEARNING ENVIRONMENT LEARNING OUTCOMES LITERATURE LOWER ACHIEVEMENT MATH ACHIEVEMENT MATH TEACHER MATHEMATICS OLD STUDENTS OPEN ACCESS PAPERS PEDAGOGIES QUALIFIED TEACHERS READERS RESEARCH WORKING PAPERS RETENTION SCENARIO SCHOLASTIC ACHIEVEMENT SCHOOLS SCIENCE ACHIEVEMENT SCIENCE CLASSES SCIENCE SCORES SCIENCE TEACHER SCIENCE TEACHING SELF ESTEEM SIMULATION STUDENT ABILITY STUDENT ACHIEVEMENT STUDENT BACKGROUND CHARACTERISTICS STUDENT CHARACTERISTICS STUDENT OUTCOMES STUDENT PERFORMANCE SUBJECTS TEACHER TEACHERS TEACHING TEACHING EXPERIENCE TECHNIQUES TEST SCORES TYPES OF STUDENTS VALIDITY Wang, Liang Choon Shrinking Classroom Age Variance Raises Student Achievement : Evidence from Developing Countries
geographic_facet	The World Region The World Region
relation	Policy Research working paper ; no. WPS 5527
description	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 demonstrates that re-grouping students by age in the sample can improve math and science test scores by roughly 0.1 standard deviations. According to past estimates for the United States, this effect size is similar to that of raising expenditures per student by 26 percent.
format	Publications & Research :: Policy Research Working Paper
author	Wang, Liang Choon
author_facet	Wang, Liang Choon
author_sort	Wang, Liang Choon
title	Shrinking Classroom Age Variance Raises Student Achievement : Evidence from Developing Countries
title_short	Shrinking Classroom Age Variance Raises Student Achievement : Evidence from Developing Countries
title_full	Shrinking Classroom Age Variance Raises Student Achievement : Evidence from Developing Countries
title_fullStr	Shrinking Classroom Age Variance Raises Student Achievement : Evidence from Developing Countries
title_full_unstemmed	Shrinking Classroom Age Variance Raises Student Achievement : Evidence from Developing Countries
title_sort	shrinking classroom age variance raises student achievement : evidence from developing countries
publishDate	2012
url	http://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000158349_20110110163516 http://hdl.handle.net/10986/3300
_version_	1764386756507992064

Shrinking Classroom Age Variance Raises Student Achievement : Evidence from Developing Countries

Similar Items