Do school building conditions matter for student achievements in Norway?

Abstract

This paper analyzes the relationship between the condition school buildings and student achievement in primary schools in Norway and highlights the importance of estimation uncertainty when interpreting the empirical results. The findings indicate that the relationship between school building conditions and student achievements is for the most part statistically insignificant. However, this is more due to large estimation standard errors than small coefficients. Hence, even though I for the most part cannot reject a zero effect, I cannot reject a sizable effect either.