No cohort left behind?
Much of the debate over the allocation of education resources focuses on the alleged benefits of smallness—of classroom or school—and is based on evidence from small-scale studies. This paper reframes the question in terms of cohort size. Using national data, we find that a 10% increase in kindergarten enrollment yields a 0.5% increase in cohort shrinkage across early grade transitions, which implies that larger cohorts feature higher rates of retention. Consistent with previous work on class and school size in more restricted settings, this cohort-tracking exercise provides robust evidence at the national level that smallness confers benefits.
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References listed on IDEAS
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- Akerhielm, Karen, 1995. "Does class size matter?," Economics of Education Review, Elsevier, vol. 14(3), pages 229-241, September.
- 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.
- Alan Krueger, 1997. "Experimental Estimates of Education Production Functions," Working Papers 758, Princeton University, Department of Economics, Industrial Relations Section..
- Alan B. Krueger, 2000.
"Economic Considerations and class size,"
975, Princeton University, Woodrow Wilson School of Public and International Affairs, Center for Research on Child Wellbeing..
- Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule To Estimate The Effect Of Class Size On Scholastic Achievement," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 533-575, May.
- Caroline M. Hoxby, 2000. "The Effects Of Class Size On Student Achievement: New Evidence From Population Variation," The Quarterly Journal of Economics, MIT Press, vol. 115(4), pages 1239-1285, November.
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