Teacher experience and the class size effect - experimental evidence
AbstractWe analyze teacher experience as a moderating factor for the effect of class size reduction on student achievement in the early grades using data from the Tennessee STAR experiment with random assignment of teachers and students to classes of different size. The analysis is motivated by the high costs of class size reductions and the need to identify the circumstances under which this investment is most rewarding. We find a class size effect only for senior teachers. The effect is most pronounced for higher and average-performing students. We further show that senior teachers outperform rookies only in small classes. The results have straightforward policy implications. Interestingly, the class size effect is most likely due to a higher quality of instruction in small classes and not due to less disruptions. --
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Bibliographic InfoPaper provided by Friedrich-Alexander-Universität Erlangen-Nürnberg, Institut für Wirtschaftspolitik und Quantitative Wirtschaftsforschung (IWQW) in its series IWQW Discussion Paper Series with number 07/2011.
Date of creation: 2011
Date of revision:
class size reduction; teacher experience; student achievement;
Other versions of this item:
- Mueller, Steffen, 2013. "Teacher experience and the class size effect — Experimental evidence," Journal of Public Economics, Elsevier, vol. 98(C), pages 44-52.
- I2 - Health, Education, and Welfare - - Education
- H4 - Public Economics - - Publicly Provided Goods
- J4 - Labor and Demographic Economics - - Particular Labor Markets
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-05-30 (All new papers)
- NEP-EDU-2011-05-30 (Education)
- NEP-EXP-2011-05-30 (Experimental Economics)
- NEP-LAB-2011-05-30 (Labour Economics)
- NEP-URE-2011-05-30 (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.:
- Daniel Aaronson & Lisa Barrow & William Sander, 2002.
"Teachers and student achievement in the Chicago public high schools,"
Working Paper Series
WP-02-28, Federal Reserve Bank of Chicago.
- Daniel Aaronson & Lisa Barrow & William Sander, 2007. "Teachers and Student Achievement in the Chicago Public High Schools," Journal of Labor Economics, University of Chicago Press, vol. 25, pages 95-135.
- Millimet, Daniel L. & McDonough, Ian K., 2013. "Dynamic Panel Data Models with Irregular Spacing: With Applications to Early Childhood Development," IZA Discussion Papers 7359, Institute for the Study of Labor (IZA).
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