Experimental Estimates of the Impacts of Class Size on Test Scores: Robustness and Heterogeneity
AbstractProponents 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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Bibliographic InfoPaper provided by UBC Department of Economics in its series CLSRN Working Papers with number clsrn_admin-2011-12.
Length: 38 pages
Date of creation: 26 Jun 2011
Date of revision: 26 Jun 2011
Contact details of provider:
class size; multiple inference; unconditional quantile regression; treatment effect heterogeneity; test score gaps; and education experiment;
Other versions of this item:
- 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.
- I20 - Health, Education, and Welfare - - Education - - - General
- C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models
- C12 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - Hypothesis Testing: General
- I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-07-27 (All new papers)
- NEP-EDU-2011-07-27 (Education)
- NEP-LAB-2011-07-27 (Labour Economics)
- NEP-URE-2011-07-27 (Urban & Real Estate Economics)
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