Disruption, Achievement and the Heterogeneous Benefits of Smaller Classes
With few exceptions, empirical research investigating the possibility of heterogeneous benefits of class size reduction lacks a conceptual framework about specific dimensions of potential heterogeneity. In this paper we develop a model of education production that incorporates disruption and student achievement and illustrates how these underlying sources of variation may drive heterogeneity in the benefits of class size reductions. We test for results consistent with this model using the Tennessee STAR data. The estimates show that students in higher poverty schools and with greater learning aptitude realize larger benefits from smaller classes.
|Date of creation:||Mar 2010|
|Contact details of provider:|| Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.|
Web page: http://www.nber.org
More information through EDIRC
References listed on IDEAS
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.:
- Sergio Firpo, 2004.
"Efficient Semiparametric Estimation of Quantile Treatment Effects,"
Econometric Society 2004 North American Summer Meetings
605, Econometric Society.
- Sergio Firpo, 2007. "Efficient Semiparametric Estimation of Quantile Treatment Effects," Econometrica, Econometric Society, vol. 75(1), pages 259-276, 01.
- Jesse Levin, 2001. "For whom the reductions count: A quantile regression analysis of class size and peer effects on scholastic achievement," Empirical Economics, Springer, vol. 26(1), pages 221-246.
- Koenker,Roger, 2005.
Cambridge University Press, number 9780521608275, December.
- Farshid Vahid & Pushkar Maitra, 2006. "The effect of household characteristics on living standards in South Africa 1993-1998: a quantile regression analysis with sample attrition," Journal of Applied Econometrics, John Wiley & Sons, Ltd., vol. 21(7), pages 999-1018.
- Caroline M. Hoxby, 2000. "The Effects of Class Size on Student Achievement: New Evidence from Population Variation," The Quarterly Journal of Economics, Oxford University Press, vol. 115(4), pages 1239-1285.
- Krueger, Alan B & Whitmore, Diane M, 2001.
"The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results: Evidence from Project STAR,"
Royal Economic Society, vol. 111(468), pages 1-28, January.
- 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.
- Babcock, Philip & Betts, Julian R., 2009.
"Reduced-class distinctions: Effort, ability, and the education production function,"
Journal of Urban Economics,
Elsevier, vol. 65(3), pages 314-322, May.
- Philip Babcock & Julian R. Betts, 2009. "Reduced-Class Distinctions: Effort, Ability, and the Education Production Function," NBER Working Papers 14777, National Bureau of Economic Research, Inc.
- Djebbari, Habiba & Smith, Jeffrey, 2008.
"Heterogeneous impacts in PROGRESA,"
Journal of Econometrics,
Elsevier, vol. 145(1-2), pages 64-80, July.
- Lingjie Ma & Roger Koenker, 2004.
"Quantile regression methods for recursive structural equation models,"
CeMMAP working papers
CWP01/04, Centre for Microdata Methods and Practice, Institute for Fiscal Studies.
- Ma, Lingjie & Koenker, Roger, 2006. "Quantile regression methods for recursive structural equation models," Journal of Econometrics, Elsevier, vol. 134(2), pages 471-506, October.
- Weili Ding & Steven Lehrer, 2005. "Class Size and Student Achievement: Experimental Estimates of Who Benefits and Who Loses from Reductions," Working Papers 1046, Queen's University, Department of Economics.
When requesting a correction, please mention this item's handle: RePEc:nbr:nberwo:15812. 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.