Policy Challenge
Path 2 Copy Created with Sketch.
Program Type
Path 2 Copy Created with Sketch.
6
4
6
Learning In Primary
Class size (eLP)
11
1
Evaluation Effect Average Age Observations Experimental Evaluation Country Intervention
Jepsen 2009 3 Grade 3 196,533 No United States Class size reduction from 25 to 20 students
Duflo 2012 3 Grade 2 6,533 Yes Kenya Class size reduction from 25 to 20 students
Krueger 1999 14 Kindergarten 6,452 Yes United States Class size reduction from 25 to 20 students
Urquiola 2006 18 Grade 3 3,594 No Bolivia Class size reduction from 25 to 20 students
Angrist 1999 9 Grade 4 2,997 No Israel Class size reduction from 25 to 20 students
Hoxby 2000 -1 Grade 3 1,752 No United States Class size reduction from 25 to 20 students

Graph of Effects

This graph shows the effects of [Number of Evaluations] evaluations of [Program Type] programs. The first evaluation, [Evaluation name 1], estimated an effect of [Estimated effect Eval. 1] points (graphed with the top grey circle). Because this is an estimate, there is uncertainty about what the true effect is. But we know that the true effect will probably lie between a low value of [True effect lie between – Low value, Eval. 1] and a high value of [True effect lie between – High value, Eval. 1] (graphed with the top horizontal line). We can combine the estimates from all the evaluations and compute an average effect of [Estimated effect, Average] (graphed with the black circle). There is also uncertainty about where the true average effect is. But we know that the true average effect probably lies between [True effect lie between – Low value, Average] and [True effect lie between – High value, Average] points (graphed with the bottom horizontal line).
Evaluation Effects Low Value High Value Weight in Average Effect (%)
Angrist 1999 9 2 17 13
Duflo 2012 3 -3 9 16
Hoxby 2000 -1 -4 2 21
Jepsen 2009 3 3 3 24
Krueger 1999 14 10 18 20
Urquiola 2006 18 6 31 7
Overall