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A comparative look at private and public schools' class size determinants

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  • Angela Dills
  • Sean Mulholland

Abstract

This paper tests three theories of class size determination: that schools assign better-behaved students, higher quality teachers, or higher-achieving students into larger classes. Furthermore, we estimate how these methodologies differ between public and private schools. Using a nationally representative sample from the USA, we show that, within public schools, third-grade class size is correlated with first-grade ability and, to a lesser extent, first-grade behavior. Private schools, however, appear to assign teachers reporting greater control over school policy to larger classes and teachers with more experience to smaller classes. Class size determination is due to uniquely different processes within public and private schools.

Suggested Citation

  • Angela Dills & Sean Mulholland, 2010. "A comparative look at private and public schools' class size determinants," Education Economics, Taylor & Francis Journals, vol. 18(4), pages 435-454.
    • Handle: RePEc:taf:edecon:v:18:y:2010:i:4:p:435-454
    DOI: 10.1080/09645290903546397
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    References listed on IDEAS

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    1. Figlio David & Ludwig Jens, 2012. "Sex, Drugs, and Catholic Schools: Private Schooling and Non-Market Adolescent Behaviors," German Economic Review, De Gruyter, vol. 13(4), pages 385-415, December.
    2. Giuseppe Bertola & Daniele Checchi & Veruska Oppedisano, 2007. "Private School Quality in Italy," Giornale degli Economisti, GDE (Giornale degli Economisti e Annali di Economia), Bocconi University, vol. 66(3), pages 375-400, November.
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    Keywords

    class size; private schools;

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