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Estimating Treatment Effects from Contaminated Multi-Period Education Experiments: The Dynamic Impacts of Class Size Reductions

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  • Ding, Weili
  • Lehrer, Steven F.

Abstract

This paper introduces an empirical strategy to estimate dynamic treatment effects in randomized trials that provide treatment in multiple stages and in which various noncompliance problems arise such as attrition and selective transitions between treatment and control groups. Our approach is applied to the highly influential four year randomized class size study, Project STAR. We find benefits from attending small class in all cognitive subject areas in kindergarten and the first grade. We do not find any statistically significant dynamic benefits from continuous treatment versus never attending small classes following grade one. Finally, statistical tests support accounting for both selective attrition and noncompliance with treatment assignment.

Suggested Citation

  • Ding, Weili & Lehrer, Steven F., 2009. "Estimating Treatment Effects from Contaminated Multi-Period Education Experiments: The Dynamic Impacts of Class Size Reductions," CLSSRN working papers clsrn_admin-2009-43, Vancouver School of Economics, revised 22 Jul 2009.
  • Handle: RePEc:ubc:clssrn:clsrn_admin-2009-43
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    File URL: http://www.clsrn.econ.ubc.ca/workingpapers/CLSRN%20Working%20Paper%20no.%2035%20-%20Lehrer%20and%20Ding.pdf
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    References listed on IDEAS

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    Cited by:

    1. Mueller, Steffen, 2013. "Teacher experience and the class size effect — Experimental evidence," Journal of Public Economics, Elsevier, vol. 98(C), pages 44-52.
    2. Cheng, Lingguo & Liu, Hong & Zhang, Ye & Zhao, Zhong, 2018. "The health implications of social pensions: Evidence from China's new rural pension scheme," Journal of Comparative Economics, Elsevier, vol. 46(1), pages 53-77.
    3. Adnan Q. Khan & Steven F. Lehrer, 2013. "The Impact of Social Networks on Labour Market Outcomes: New Evidence from Cape Breton," Canadian Public Policy, University of Toronto Press, vol. 39(s1), pages 1-24, May.
    4. repec:eee:ecoedu:v:58:y:2017:i:c:p:68-85 is not listed on IDEAS
    5. Bethlehem Argaw & Patrick Puhani, 2017. "Does Class Size Matter for School Tracking Outcomes After Elementary School? Quasi-Experimental Evidence Using Administrative Panel Data from Germany," CReAM Discussion Paper Series 1715, Centre for Research and Analysis of Migration (CReAM), Department of Economics, University College London.
    6. Ding, Weili & Lehrer, Steven F., 2014. "Understanding the role of time-varying unobserved ability heterogeneity in education production," Economics of Education Review, Elsevier, vol. 40(C), pages 55-75.
    7. Rohlfs Chris & Zilora Melanie, 2014. "Estimating Parents’ Valuations of Class Size Reductions Using Attrition in the Tennessee STAR Experiment," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 14(3), pages 755-790, July.
    8. Michael Baker, 2013. "Industrial actions in schools: strikes and student achievement," Canadian Journal of Economics, Canadian Economics Association, vol. 46(3), pages 1014-1036, August.
    9. Shao-Hsun Keng & Shin-Yi Wu, 2014. "Living Happily Ever After? The Effect of Taiwan’s National Health Insurance on the Happiness of the Elderly," Journal of Happiness Studies, Springer, vol. 15(4), pages 783-808, August.
    10. Shu Ng & Edward Norton & David Guilkey & Barry Popkin, 2012. "Estimation of a dynamic model of weight," Empirical Economics, Springer, vol. 42(2), pages 413-443, April.
    11. Weili Ding & Steven Lehrer, 2011. "Experimental estimates of the impacts of class size on test scores: robustness and heterogeneity," Education Economics, Taylor & Francis Journals, vol. 19(3), pages 229-252.
    12. repec:spr:jopoec:v:31:y:2018:i:1:d:10.1007_s00148-017-0655-y is not listed on IDEAS
    13. Markus Frölich & Martin Huber, 2014. "Treatment Evaluation With Multiple Outcome Periods Under Endogeneity and Attrition," Journal of the American Statistical Association, Taylor & Francis Journals, vol. 109(508), pages 1697-1711, December.
    14. Sung Jae Jun & Yoonseok Lee & Youngki Shin, 2016. "Treatment Effects With Unobserved Heterogeneity: A Set Identification Approach," Journal of Business & Economic Statistics, Taylor & Francis Journals, vol. 34(2), pages 302-311, April.
    15. Lingguo Cheng & Hong Liu & Ye Zhang & Zhong Zhao, 2018. "The heterogeneous impact of pension income on elderly living arrangements: evidence from China’s new rural pension scheme," Journal of Population Economics, Springer;European Society for Population Economics, vol. 31(1), pages 155-192, January.
    16. Andrietti, Vincenzo & Su, Xuejuan, 2016. "Education Curriculum and Student Achievement: Theory and Evidence," Working Papers 2016-12, University of Alberta, Department of Economics.
    17. Moshe Justman, 2016. "Economic Research and Education Policy: Project STAR and Class Size Reduction," Melbourne Institute Working Paper Series wp2016n37, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.
    18. Graham McKee & Katharine Sims & Steven Rivkin, 2015. "Disruption, learning, and the heterogeneous benefits of smaller classes," Empirical Economics, Springer, vol. 48(3), pages 1267-1286, May.

    More about this item

    Keywords

    Dynamic treatment effects; contaminated experiments; class size; education production; attrition; non-compliance;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • C31 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models; Quantile Regressions; Social Interaction Models

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