Schoolingschools in this regard is as large as the variation in their
impact on academic performance. There is also a huge vari-
ation in the impact of individual primary school teachers
on the emotional well- being and academic performance of
their children. These effects of primary schools and teachers
persist throughout the following five years and longer.
At the same time we find no impact of the (narrow) dif-
ferences in the size of classes across schools. This would
imply that the main target for educational improvement
should be the quality of teaching rather than reduction in
class sizes.