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Experimental Estimates of the Impacts of Class Size on Test Scores: Robustness and Heterogeneity

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  • Ding, Weili
  • Lehrer, Steven F.

Abstract

Proponents of class size reductions 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 economically disadvantaged students received the largest benefits from smaller classes. We extend this research in two directions. First, to address correlated outcomes from the same class size treatment, we account for the over-rejection of the Null hypotheses by using multiple inference procedures. Second, we conduct a more detailed examination of the heterogeneous impacts of class size reductions on measures of cognitive and noncognitive achievement using more flexible models. We find that students with higher test scores received greater benefits from class size reductions. Furthermore, we present evidence that the main effects of the small class treatment are robust to corrections for the multiple hypotheses being tested. However, these same corrections lead the differential impacts of smaller classes by race and freelunch status to become statistically insignificant.

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File URL: http://www.clsrn.econ.ubc.ca/workingpapers/CLSRN%20Working%20Paper%20no.%2077%20-%20Ding%20and%20Lehrer.pdf
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Bibliographic Info

Paper provided by Vancouver School of Economics in its series CLSSRN working papers with number clsrn_admin-2011-12.

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Length: 38 pages
Date of creation: 26 Jun 2011
Date of revision: 26 Jun 2011
Handle: RePEc:ubc:clssrn:clsrn_admin-2011-12

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Web page: http://www.clsrn.econ.ubc.ca/

Related research

Keywords: class size; multiple inference; unconditional quantile regression; treatment effect heterogeneity; test score gaps; and education experiment;

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References

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  1. Manning, Willard G. & Mullahy, John, 2001. "Estimating log models: to transform or not to transform?," Journal of Health Economics, Elsevier, vol. 20(4), pages 461-494, July.
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  3. Lex Borghans & Bas ter Weel & Bruce A. Weinberg, 2008. "Interpersonal Styles and Labor Market Outcomes," Journal of Human Resources, University of Wisconsin Press, vol. 43(4).
  4. Weili Ding & Steven F. Lehrer, 2010. "Estimating Treatment Effects from Contaminated Multiperiod Education Experiments: The Dynamic Impacts of Class Size Reductions," The Review of Economics and Statistics, MIT Press, vol. 92(1), pages 31-42, February.
  5. Alan Krueger, 1997. "Experimental Estimates of Education Production Functions," Working Papers 758, Princeton University, Department of Economics, Industrial Relations Section..
  6. James J. Heckman & Jora Stixrud & Sergio Urzua, 2006. "The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior," Journal of Labor Economics, University of Chicago Press, vol. 24(3), pages 411-482, July.
  7. Bandiera, Oriana & Larcinese, Valentino & Rasul, Imran, 2009. "Heterogeneous Class Size Effects: New Evidence from a Panel of University Students," CEPR Discussion Papers 7512, C.E.P.R. Discussion Papers.
  8. Flavio Cunha & James Heckman & Susanne Schennach, 2010. "Estimating the Technology of Cognitive and Noncognitive Skill Formation," NBER Working Papers 15664, National Bureau of Economic Research, Inc.
  9. Anderson, Michael L., 2008. "Multiple Inference and Gender Differences in the Effects of Early Intervention: A Reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects," Journal of the American Statistical Association, American Statistical Association, vol. 103(484), pages 1481-1495.
  10. Yona Rubinstein & James J. Heckman, 2001. "The Importance of Noncognitive Skills: Lessons from the GED Testing Program," American Economic Review, American Economic Association, vol. 91(2), pages 145-149, May.
  11. Yoav Benjamini & Abba M. Krieger & Daniel Yekutieli, 2006. "Adaptive linear step-up procedures that control the false discovery rate," Biometrika, Biometrika Trust, vol. 93(3), pages 491-507, September.
  12. Weili Ding & Steven Lehrer, 2005. "Class Size and Student Achievement: Experimental Estimates of Who Benefits and Who Loses from Reductions," Working Papers 1046, Queen's University, Department of Economics.
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Cited by:
  1. Ding, Weili & Lehrer, Steven F., 2014. "Understanding the role of time-varying unobserved ability heterogeneity in education production," Economics of Education Review, Elsevier, vol. 40(C), pages 55-75.

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