Advanced Search
MyIDEAS: Login to save this article or follow this journal

Is identification with school the key component in the 'Black Box' of education outcomes? Evidence from a randomized experiment

Contents:

Author Info

  • Fletcher, Jason M.

Abstract

In this paper, we follow up the important class size reduction randomized experiment in Tennessee in the mid 1980s (Project STAR) to attempt to further understand the long-lasting influences of early education interventions. While STAR led to large test score benefits during the intervention, these benefits quickly faded at its conclusion. However, research has recently shown that the STAR experiment led to long term benefits, including increases in college entrance exams participation (ACT/SAT), especially for minority students. We collect new follow up data on high school participation in extracurricular activities to examine whether (1) STAR increased participation in high school activities and (2) whether this increase in participation in high school is the explanation behind the long term benefits of the intervention. We find suggestive evidence that STAR did indeed increase some aspects of high school participation, including scholastic honors and participation in sports, especially for minority students. In contrast, we find little evidence that this increase in participation is the mechanism that has conferred higher rates of college-going to the STAR students.

Download Info

If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
File URL: http://www.sciencedirect.com/science/article/B6VB9-4W7B0JV-3/2/3fa51431378e10b502c5fb40935fb730
Download Restriction: Full text for ScienceDirect subscribers only

As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.

Bibliographic Info

Article provided by Elsevier in its journal Economics of Education Review.

Volume (Year): 28 (2009)
Issue (Month): 6 (December)
Pages: 662-671

as in new window
Handle: RePEc:eee:ecoedu:v:28:y:2009:i:6:p:662-671

Contact details of provider:
Web page: http://www.elsevier.com/locate/econedurev

Related research

Keywords: Human capital Expenditures Demand for schooling;

References

References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
as in new window
  1. Roland G. Fryer & Steven D. Levitt, 2006. "The Black-White Test Score Gap Through Third Grade," American Law and Economics Review, Oxford University Press, vol. 8(2), pages 249-281.
  2. George A. Akerlof & Rachel E. Kranton, 2002. "Identity and Schooling: Some Lessons for the Economics of Education," Journal of Economic Literature, American Economic Association, vol. 40(4), pages 1167-1201, December.
  3. George A. Akerlof & Rachel E. Kranton, 2000. "Economics And Identity," The Quarterly Journal of Economics, MIT Press, vol. 115(3), pages 715-753, August.
  4. Roland G. Fryer, Jr. & Steven D. Levitt, 2002. "Understanding the Black-White Test Score Gap in the First Two Years of School," NBER Working Papers 8975, National Bureau of Economic Research, Inc.
Full references (including those not matched with items on IDEAS)

Citations

Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
as in new window

Cited by:
  1. Fischer, Stefanie & Stoddard, Christiana, 2013. "The academic achievement of American Indians," Economics of Education Review, Elsevier, vol. 36(C), pages 135-152.

Lists

This item is not listed on Wikipedia, on a reading list or among the top items on IDEAS.

Statistics

Access and download statistics

Corrections

When requesting a correction, please mention this item's handle: RePEc:eee:ecoedu:v:28:y:2009:i:6:p:662-671. See general information about how to correct material in RePEc.

For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Zhang, Lei).

If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

If references are entirely missing, you can add them using this form.

If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.

If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.

Please note that corrections may take a couple of weeks to filter through the various RePEc services.