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Educational Production

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  • Edward P. Lazear

Abstract

Classroom education has public good aspects. The technology is such that when one student disrupts the class, learning is reduced for all other students. A disruption model of educational production is presented. It is shown that optimal class size is larger for better-behaved students, which helps explain why it is difficult to find class size effects in the data. Additionally, the role of discipline is analyzed and applied to differences in performance of Catholic and public schools. An empirical framework is discussed where the importance of sorting students, teacher quality, and other factors can be assessed. © 2001 the President and Fellows of Harvard College and the Massachusetts Institute of Technology

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Bibliographic Info

Article provided by MIT Press in its journal The Quarterly Journal of Economics.

Volume (Year): 116 (2001)
Issue (Month): 3 (August)
Pages: 777-803

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Handle: RePEc:tpr:qjecon:v:116:y:2001:i:3:p:777-803

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Web page: http://mitpress.mit.edu/journals/

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  1. Epple, Dennis & Romano, Richard E, 1998. "Competition between Private and Public Schools, Vouchers, and Peer-Group Effects," American Economic Review, American Economic Association, vol. 88(1), pages 33-62, March.
  2. Alan Krueger, 1997. "Experimental Estimates of Education Production Functions," Working Papers 758, Princeton University, Department of Economics, Industrial Relations Section..
  3. Jacob Mincer & Boyan Jovanovic, 1981. "Labor Mobility and Wages," NBER Chapters, in: Studies in Labor Markets, pages 21-64 National Bureau of Economic Research, Inc.
  4. Donald Robertson & James Symons, 2003. "Self-selection in the state school system," Education Economics, Taylor & Francis Journals, vol. 11(3), pages 259-272.
  5. Rees, Daniel I. & Argys, Laura M. & Brewer, Dominic J., 1996. "Tracking in the United States: Descriptive statistics from NELS," Economics of Education Review, Elsevier, vol. 15(1), pages 83-89, February.
  6. Edward P. Lazear, 1995. "Culture and Language," NBER Working Papers 5249, National Bureau of Economic Research, Inc.
  7. Derek Neal, 1998. "What have we learned about the benefits of private schooling?," Economic Policy Review, Federal Reserve Bank of New York, issue Mar, pages 79-86.
  8. Kelly Bedard & William O. Brown, Jr. & Eric Helland, . "School Size and the Distribution of Test Scores," Claremont Colleges Working Papers 1999-11, Claremont Colleges.
  9. Fernandez, Raquel & Rogerson, Richard, 1998. "Public Education and Income Distribution: A Dynamic Quantitative Evaluation of Education-Finance Reform," American Economic Review, American Economic Association, vol. 88(4), pages 813-33, September.
  10. repec:fth:prinin:395 is not listed on IDEAS
  11. Summers, Anita A & Wolfe, Barbara L, 1977. "Do Schools Make a Difference?," American Economic Review, American Economic Association, vol. 67(4), pages 639-52, September.
  12. Henderson, Vernon & Mieszkowski, Peter & Sauvageau, Yvon, 1978. "Peer group effects and educational production functions," Journal of Public Economics, Elsevier, vol. 10(1), pages 97-106, August.
  13. Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule To Estimate The Effect Of Class Size On Scholastic Achievement," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 533-575, May.
  14. Neal, Derek, 1997. "The Effects of Catholic Secondary Schooling on Educational Achievement," Journal of Labor Economics, University of Chicago Press, vol. 15(1), pages 98-123, January.
  15. Alan B. Krueger, 1998. "Reassessing the view that American schools are broken," Economic Policy Review, Federal Reserve Bank of New York, issue Mar, pages 29-43.
  16. Evans, William N & Schwab, Robert M, 1995. "Finishing High School and Starting College: Do Catholic Schools Make a Difference?," The Quarterly Journal of Economics, MIT Press, vol. 110(4), pages 941-74, November.
  17. Elizabeth M. Caucutt, 2001. "Peer group effects in applied general equilibrium," Economic Theory, Springer, vol. 17(1), pages 25-51.
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