A strategic response to class size reduction: Combination classes and student achievement in California
AbstractThe California class size reduction program provided schools with cash rewards for K-3 classes of 20 or fewer students. I show how program rules made it possible for schools to save money by using mixed-grade classes to meet class size reduction obligations while maintaining larger average class sizes. I also show that this smoothing of students across grades is associated with a significant test score gap for certain second and third grade students. My estimates suggest that class size reduction may lead to lower test scores for students placed in combination classes. Alternative explanations of teacher experience and credentialing changes cannot explain the test score pattern. This result spotlights both the underappreciated role of age heterogeneity in classroom learning and the difficulty of replicating the success of policy experiments in statewide reform. © 2008 by the Association for Public Policy Analysis and Management.
Download InfoIf 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.
Bibliographic InfoArticle provided by John Wiley & Sons, Ltd. in its journal Journal of Policy Analysis and Management.
Volume (Year): 27 (2008)
Issue (Month): 3 ()
Contact details of provider:
Web page: http://www3.interscience.wiley.com/journal/34787/home
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.:
- Edward P. Lazear, 2001.
The Quarterly Journal of Economics,
MIT Press, vol. 116(3), pages 777-803, August.
- Sims, David P., 2009. "Crowding Peter to educate Paul: Lessons from a class size reduction externality," Economics of Education Review, Elsevier, vol. 28(4), pages 465-473, August.
- Leuven, Edwin & Rønning, Marte, 2011.
"Classroom Grade Composition and Pupil Achievement,"
IZA Discussion Papers
5922, Institute for the Study of Labor (IZA).
- Matthew M. Chingos & Kenneth A. Couch, 2013. "Class Size and Student Outcomes: Research and Policy Implications," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 32(2), pages 411-438, 03.
- Chingos, Matthew M., 2012. "The impact of a universal class-size reduction policy: Evidence from Florida's statewide mandate," Economics of Education Review, Elsevier, vol. 31(5), pages 543-562.
- Thomas, Jaime L., 2012. "Combination classes and educational achievement," Economics of Education Review, Elsevier, vol. 31(6), pages 1058-1066.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Wiley-Blackwell Digital Licensing) or (Christopher F. Baum).
If references are entirely missing, you can add them using this form.