ERIC Number: ED508792
Record Type: Non-Journal
Publication Date: 2010-Mar
Abstractor: As Provided
Reference Count: N/A
Disruption, Achievement and the Heterogeneous Benefits of Smaller Classes. NBER Working Paper No. 15812
McKee, Graham J.; Rivkin, Steven G.; Sims, Katharine R. E.
National Bureau of Economic Research
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.
Descriptors: Class Size, Small Classes, Academic Achievement, Models, Disadvantaged Schools, Poverty, Academic Aptitude
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: National Bureau of Economic Research
Identifiers - Location: Tennessee