Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR
Given that previous findings on the social distribution of the effects of small classes have been mixed and inconclusive, in the present study I attempted to shed light on the mechanism through which small classes affect the achievement of low- and high-achieving students. I used data from a 4-year large-scale randomized experiment (project STAR) to examine the effects of small classes on the achievement gap. The sample consisted of nearly 11,000 elementary school students who participated in the experiment from kindergarten to grade 3. Meta-analysis and quantile regression methods were employed to examine the effects of small classes on the achievement gap in mathematics and reading SAT scores. The results consistently indicated that higher-achieving students benefited more from being in small classes in early grades than other students. The findings also indicated that although all types of students benefited from being in small classes, reductions in class size did not reduce the achievement gap between low and high achievers.
|Date of creation:||Jul 2007|
|Date of revision:|
|Publication status:||published in: Elementary School Journal, 2008, 108 (3), 1-17|
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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.:
- Alan Krueger & Diane Whitmore, 1999.
"The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results: Evidence from Project STAR,"
806, Princeton University, Department of Economics, Industrial Relations Section..
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- Alan Krueger & Diane Whitmore, 2000. "The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results: Evidence from Project STAR," NBER Working Papers 7656, National Bureau of Economic Research, Inc.
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