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ERIC Number: EJ768349
Record Type: Journal
Publication Date: 2007-Aug
Pages: 14
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0272-7757
Educational Production and Teacher Preferences
Bosworth, Ryan; Caliendo, Frank
Economics of Education Review, v26 n4 p487-500 Aug 2007
We develop a simple model of teacher behavior that offers a solution to the ''class size puzzle'' and is useful for analyzing the potential effects of the No Child Left Behind Act. When teachers must allocate limited classroom time between multiple instructional methods, rational teachers may respond to reductions in class size by reallocating classroom time in a way that reduces average educational achievement. This result is possible even when students are not sorted by ability. Teacher preferences for the achievement of heterogeneous students play a fundamental role in our model, and we derive necessary conditions for reductions in average educational achievement. We also provide an analysis of the distributional consequences of changes in class size and teacher preferences. Monte Carlo simulations predict both positive and negative class size effects, suggesting that the model supports the findings of several leading econometric studies.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001