ERIC Number: ED504470
Record Type: Non-Journal
Publication Date: 2009-Mar
Abstractor: As Provided
Reference Count: N/A
Reduced-Class Distinctions: Effort, Ability, and the Education Production Function. NBER Working Paper No. 14777
Babcock, Philip; Betts, Julian R.
National Bureau of Economic Research
Do smaller classes boost achievement mainly by helping teachers impart specific academic skills to students with low academic achievement? Or do they do so primarily by helping teachers engage poorly behaving students? The analysis uses the grade 3 to 4 transition in San Diego Unified School District as a source of exogenous variation in class size (given a California law funding small classes until grade 3). Grade 1 report cards allow separate identification of low-effort and low-achieving students. Results indicate that elicitation of effort or engagement, rather than the teaching of specific skills, may be the dominant channel by which small classes influence disadvantaged students.
Descriptors: Relationship, Class Size, Academic Achievement, Grade 1, Report Cards, Identification, Low Achievement, Small Classes, Grade 3, Learner Engagement
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org/cgi-bin/get_bars.pl?bar=pub
Publication Type: Reports - Descriptive
Education Level: Elementary Education; Grade 1; Grade 3
Authoring Institution: National Bureau of Economic Research
Identifiers - Location: California