Estimating Treatment Effects from Contaminated Multiperiod Education Experiments: The Dynamic Impacts of Class Size Reductions
Abstract
This paper introduces an empirical strategy to estimate dynamic treatment effects in randomized trials that provide treatment in multiple stages and in which various noncompliance problems arise, such as attrition and selective transitions between treatment and control groups. Our approach is applied to the highly influential four-year randomized class size study, Project STAR. We find benefits from attending small classes in all cognitive subject areas in kindergarten and first grade. We do not find any statistically significant dynamic benefits from continuous treatment versus never attending small classes following grade 1. Finally, statistical tests support accounting for both selective attrition and noncompliance with treatment assignment. (c) 2010 The President and Fellows of Harvard College and the Massachusetts Institute of Technology.Download Info
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Bibliographic Info
Article provided by MIT Press in its journal The Review of Economics and Statistics.
Volume (Year): 92 (2010)
Issue (Month): 1 (06)
Pages: 31-42
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Handle: RePEc:tpr:restat:v:92:y:2010:i:1:p:31-42
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For corrections or technical questions regarding this item, or to correct its listing, contact: (Christopher F. Baum).
Related research
Keywords:Other versions of this item:
- Ding, Weili & Lehrer, Steven F., 2009. "Estimating Treatment Effects from Contaminated Multi-Period Education Experiments: The Dynamic Impacts of Class Size Reductions," CLSRN Working Papers clsrn_admin-2009-43, UBC Department of Economics, revised 22 Jul 2009.
- Weili Ding & Steven F. Lehrer, 2009. "Estimating Treatment Effects from Contaminated Multi-Period Education Experiments: The Dynamic Impacts of Class Size Reductions," NBER Working Papers 15200, National Bureau of Economic Research, Inc.
- C31 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models; Quantile Regressions; Social Interaction Models
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
References
References listed on IDEASPlease 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.:
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Citations
Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.Cited by:
- Ding, Weili & Lehrer, Steven F., 2011.
"Experimental Estimates of the Impacts of Class Size on Test Scores: Robustness and Heterogeneity,"
CLSRN Working Papers
clsrn_admin-2011-12, UBC Department of Economics, revised 26 Jun 2011.
- Weili Ding & Steven Lehrer, 2011. "Experimental estimates of the impacts of class size on test scores: robustness and heterogeneity," Education Economics, Taylor and Francis Journals, vol. 19(3), pages 229-252.
- Michael Baker, 2011. "Industrial Actions in Schools: Strikes and Student Achievement," NBER Working Papers 16846, National Bureau of Economic Research, Inc.
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