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Class Size and Student Achievement: Experimental Estimates of Who Benefits and Who Loses from Reductions

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Author Info
Weili Ding () (Queen's University)
Steven Lehrer () (Queen's University)

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Abstract

Class size proponents draw heavily on the results from Project STAR to support their initiatives. Adding to the political appeal of these initiative are reports that minority and economic disadvantaged students receive the largest benefits. To explore and truly understand the heterogeneous impacts of class size and student achievement requires more flexible estimation approaches. We consider several semi and nonparametric strategies and find strong evidence that i) higher ability students gain the most from class size reductions while many low ability students do not benefit from these reductions, ii) there are no significant benefits in reducing class size from 22 to 15 students in any subject area, iii) no additional benefits from class size reductions for minority or disadvantaged students, iv) significant heterogeneity in the effectiveness of class size reductions across schools and in parental and school behavioural responses.

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File URL: http://www.econ.queensu.ca/working_papers/papers/qed_wp_1046.pdf
File Format: application/pdf
File Function: First version 2005
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Publisher Info
Paper provided by Queen's University, Department of Economics in its series Working Papers with number 1046.

Download reference. The following formats are available: HTML (with abstract), plain text (with abstract), BibTeX, RIS (EndNote, RefMan, ProCite), ReDIF
Length: 26 pages
Date of creation: Sep 2005
Date of revision:
Handle: RePEc:qed:wpaper:1046

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Related research
Keywords: Class size; Academic performance; Project STAR; Economic disadvantaged students; Minority students;

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Find related papers by JEL classification:
I2 - Health, Education, and Welfare - - Education

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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.:
  1. Eric A. Hanushek, . "The Evidence on Class Size," Wallis Working Papers WP10, University of Rochester - Wallis Institute of Political Economy. [Downloadable!]
  2. Hanushek, Eric A, 1995. "Interpreting Recent Research on Schooling in Developing Countries," World Bank Research Observer, Oxford University Press, vol. 10(2), pages 227-46, August.
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  3. Edward P. Lazear, 2001. "Educational Production," The Quarterly Journal of Economics, MIT Press, vol. 116(3), pages 777-803, August. [Downloadable!] (restricted)
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  4. Alan B. Krueger, 1999. "Experimental Estimates Of Education Production Functions," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 497-532, May. [Downloadable!] (restricted)
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  5. Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September. [Downloadable!] (restricted)
  6. V. Joseph Hotz & Guido W. Imbens & Julie H. Mortimer, 1999. "Predicting the Efficacy of Future Training Programs Using Past Experiences," NBER Technical Working Papers 0238, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
  7. Alan B. Krueger, 2003. "Economic Considerations and Class Size," Economic Journal, Royal Economic Society, vol. 113(485), pages F34-F63, February. [Downloadable!] (restricted)
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  8. Steven Lehrer & Weili Ding, 2004. "Estimating Dynamic Treatment Effects from Project STAR," Econometric Society 2004 North American Summer Meetings 252, Econometric Society. [Downloadable!]
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