The Effects Of Class Size On Student Achievement: New Evidence From Population Variation
I identify the effects of class size on student achievement using longitudinal variation in the population associated with each grade in 649 elementary schools. I use variation in class size driven by idiosyncratic variation in the population. I also use discrete jumps in class size that occur when a small change in enrollment triggers a maximum or minimum class size rule. The estimates indicate that class size does not have a statistically significant effect on student achievement. I rule out even modest effects (2 to 4 percent of a standard deviation in scores for a 10 percent reduction in class size). © 2000 the President and Fellows of Harvard College and the Massachusetts Institute of Technology
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Volume (Year): 115 (2000)
Issue (Month): 4 (November)
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