Do crowded classrooms crowd out learning?: evidence from the Food for Education Programme in Bangladesh

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dc.creatorAhmed, Akhter
dc.creatorArends-Kuenning, Mary
dc.date2003
dc.date2024-10-24T12:44:48Z
dc.date2024-10-24T12:44:48Z
dc.date.accessioned2026-06-27T15:31:24Z
dc.descriptionThe concern that learning performance may be adversely affected by increased class size appears to be unfounded. But unchecked, the negative peer effect could hinder student achievement.
dc.formatapplication/pdf
dc.identifierhttps://hdl.handle.net/10568/156608
dc.identifier.urihttp://hdl.handle.net/123456789/106834
dc.languageen
dc.publisherInternational Food Policy Research Institute
dc.rightsOpen Access
dc.sourceAhmed, Akhter U.; Arends-Kuenning, Mary. 2003. Do crowded classrooms crowd out learning? evidence from the Food for Education Programme in Bangladesh. FCND Discussion Paper 149. https://hdl.handle.net/10568/156608
dc.subjecteducation
dc.subjectschoolchildren
dc.subjectfoods
dc.subjectnutrition education
dc.subjectfood aid
dc.subjecttime use patterns
dc.titleDo crowded classrooms crowd out learning?: evidence from the Food for Education Programme in Bangladesh
dc.typeWorking Paper

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Instituto Internacional de Investigación sobre Políticas Alimentarias (IFPRI)