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Heterogeneity and Endogenous Compliance: Implications for Scaling Class Size Interventions

Author

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  • Karun Adusumilli
  • Francesco Agostinelli
  • Emilio Borghesan

Abstract

This paper examines the scalability of the results from the Tennessee Student-Teacher Achievement Ratio (STAR) Project, a prominent educational experiment. We explore how the misalignment between the experimental design and the econometric model affects researchers' ability to learn about the intervention's scalability. We document heterogeneity in compliance with class-size reduction that is more extensive than previously acknowledged and discuss its consequences for the evaluation of the experiment. Guided by this finding, we implement a new econometric framework incorporating heterogeneous treatment effects and endogenous class size determination. We find that the effect of class size on test scores differs considerably across schools, with only a small fraction of schools having significant benefits from reduced class sizes. We discuss the challenges this poses for the intervention's scalability and conclude by analyzing targeted class-size interventions.

Suggested Citation

  • Karun Adusumilli & Francesco Agostinelli & Emilio Borghesan, 2024. "Heterogeneity and Endogenous Compliance: Implications for Scaling Class Size Interventions," NBER Working Papers 32338, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:32338
    Note: CH ED LS PE
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    More about this item

    JEL classification:

    • C51 - Mathematical and Quantitative Methods - - Econometric Modeling - - - Model Construction and Estimation
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
    • I2 - Health, Education, and Welfare - - Education
    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth

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