Class Size Reduction and Student Achievement: The Potential Tradeoff between Teacher Quality and Class Size
This paper investigates the effects of California’s billion-dollar class-size-reduction program on student achievement. It uses year-to-year differences in class size generated by variation in enrollment and the state’s class-size-reduction program to identify both the direct effects of smaller classes and related changes in teacher quality. Although the results show that smaller classes raised mathematics and reading achievement, they also show that the increase in the share of teachers with neither prior experience nor full certification dampened the benefits of smaller classes, particularly in schools with high shares of economically disadvantaged, minority students.
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.:
- Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2001.
"Disruption versus Tiebout Improvement: The Costs and Benefits of Switching Schools,"
NBER Working Papers
8479, National Bureau of Economic Research, Inc.
- Hanushek, Eric A. & Kain, John F. & Rivkin, Steven G., 2004. "Disruption versus Tiebout improvement: the costs and benefits of switching schools," Journal of Public Economics, Elsevier, vol. 88(9-10), pages 1721-1746, August.
When requesting a correction, please mention this item's handle: RePEc:uwp:jhriss:v:44:y:2009:i1:p223-250. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ()
If references are entirely missing, you can add them using this form.