Class Size and Student Achievement: Experimental Estimates of Who Benefits and Who Loses from Reductions
AbstractClass 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.
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 InfoPaper provided by Queen's University, Department of Economics in its series Working Papers with number 1046.
Length: 26 pages
Date of creation: Sep 2005
Date of revision:
Class size; Academic performance; Project STAR; Economic disadvantaged students; Minority students;
Find related papers by JEL classification:
- I2 - Health, Education, and Welfare - - Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2006-03-18 (All new papers)
- NEP-EDU-2006-03-18 (Education)
- NEP-URE-2006-03-18 (Urban & Real Estate Economics)
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.:
- Alan B. Krueger, 2003.
"Economic Considerations and Class Size,"
Royal Economic Society, vol. 113(485), pages F34-F63, February.
- Alan Krueger, 2000. "Economic Considerations and Class Size," Working Papers 826, Princeton University, Department of Economics, Industrial Relations Section..
- Alan B. Krueger, 2002. "Economic Considerations and Class Size," NBER Working Papers 8875, National Bureau of Economic Research, Inc.
- Alan B. Krueger, 2000. "Economic Considerations and class size," Working Papers 975, Princeton University, Woodrow Wilson School of Public and International Affairs, Center for Research on Child Wellbeing..
- Eric A. Hanushek, . "The Evidence on Class Size," Wallis Working Papers WP10, University of Rochester - Wallis Institute of Political Economy.
- Hanushek, Eric A, 1995.
"Interpreting Recent Research on Schooling in Developing Countries,"
World Bank Research Observer,
World Bank Group, vol. 10(2), pages 227-46, August.
- Eric A. Hanushek, . "Interpreting Recent Research on Schooling in Developing Countries," Wallis Working Papers WP3, University of Rochester - Wallis Institute of Political Economy.
- Alan Krueger, 1997.
"Experimental Estimates of Education Production Functions,"
758, Princeton University, Department of Economics, Industrial Relations Section..
- Alan B. Krueger, 1999. "Experimental Estimates Of Education Production Functions," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 497-532, May.
- Alan B. Krueger, 1997. "Experimental Estimates of Education Production Functions," NBER Working Papers 6051, National Bureau of Economic Research, Inc.
- 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.
- Edward P. Lazear, 2001.
The Quarterly Journal of Economics,
MIT Press, vol. 116(3), pages 777-803, August.
- 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.
- Steven Lehrer & Weili Ding, 2004. "Estimating Dynamic Treatment Effects from Project STAR," Econometric Society 2004 North American Summer Meetings 252, Econometric Society.
- Weili Ding & Steven Lehrer, 2011.
"Experimental estimates of the impacts of class size on test scores: robustness and heterogeneity,"
Taylor & Francis Journals, vol. 19(3), pages 229-252.
- Ding, Weili & Lehrer, Steven F., 2011. "Experimental Estimates of the Impacts of Class Size on Test Scores: Robustness and Heterogeneity," CLSSRN working papers clsrn_admin-2011-12, Vancouver School of Economics, revised 26 Jun 2011.
- Costas Meghir & Steven Rivkin, 2010.
"Econometric methods for research in education,"
IFS Working Papers
W10/10, Institute for Fiscal Studies.
- Rodrigues, Clarissa G. & Rios-Neto, Eduardo L G & Pinto, Cristine Campos de Xavier, 2012. "Changes in test scores distribution for students of the fourth grade in Brazil: A relative distribution analysis for the years 1997 to 2005," Textos para discussÃ£o 282, Escola de Economia de São Paulo, Getulio Vargas Foundation (Brazil).
- Anton Bekkerman & Gregory Gilpin, 2011. "Cost-Effective Hiring in U.S. High Schools: Estimating Optimal Teacher Quantity and Quality Decisions," Caepr Working Papers 2011-007, Center for Applied Economics and Policy Research, Economics Department, Indiana University Bloomington.
- Fan, Yanqin & Park, Sang Soo, 2010. "Confidence sets for some partially identified parameters," MPRA Paper 37149, University Library of Munich, Germany.
- Rodrigues, Clarissa Guimarães & Rios-Neto, Eduardo Luiz Gonçalves & de Xavier Pinto, Cristine Campos, 2013. "Changes in test scores distribution for students of the fourth grade in Brazil: A relative distribution analysis for the years 1997–2005," Economics of Education Review, Elsevier, vol. 34(C), pages 227-242.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Mark Babcock).
If references are entirely missing, you can add them using this form.