ERIC Number: ED452297
Record Type: Non-Journal
Publication Date: 2000-Oct
Reference Count: N/A
The Class Size Policy Debate. Working Paper No. 121.
Krueger, Alan B.; Hanushek, Eric A.
These papers examine research on the impact of class size on student achievement. After an "Introduction," (Richard Rothstein), Part 1, "Understanding the Magnitude and Effect of Class Size on Student Achievement" (Alan B. Krueger), presents a reanalysis of Hanushek's 1997 literature review, criticizing Hanushek's vote-counting method and suggesting it would be better to count each publication as a single study rather than counting separately each estimate within a publication. This method of analyzing the research suggests a strong connection between school resources used to reduce class size and student outcomes. It also discusses the effects of expenditures per student and looks at economic criterion (Lazear's theory of class size, benefits and costs of educational resources, the critical effect size, and caveats). Part 2, "Evidence, Politics, and the Class Size Debate" (Eric A. Hanushek), focuses on: the history of class size reduction; econometric evidence; the Tennessee Class Size Experiment (Project STAR, or the Student/Teacher Achievement Ratio Study); and policy calculations. The author claims that his own method of counting each estimate as a separate study is the most valid method and that effects of class size reduction will be small and expensive. An appendix discusses the econometric data. (Papers contain references.) (SM)
Descriptors: Academic Achievement, Class Size, Cost Effectiveness, Econometrics, Educational Economics, Educational Research, Elementary Secondary Education, Expenditure per Student, Public Education
Economic Policy Institute, 1660 L Street, N.W., Suite 1200, Washington, DC 20036 ($10). Web site: http://www.epinet.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Economic Policy Inst., Washington, DC.