Experimental Estimates of Education Production Functions
No 758, Working Papers from Princeton University, Department of Economics, Industrial Relations Section.
This paper analyzes data on 11,600 students and their teachers who were randomly assigned to different size classes from kindergarten through third grade. Statistical methods are used to adjust for non-random attrition and transitions between classes. The main conclusions are: (1) on average, performance on standardized tests increases by 4 percentile points the first year students attend small classes; (2) the test score advantage of students in small classes expands by about one percentile point per year in subsequent years; (3) teacher aides and measured teacher characteristics have little effect; (4) class size has a larger effect for minority students and those on free lunch; (5) Hawthorne effects were unlikely.
Keywords: class size; experiment; education production function; random assignment (search for similar items in EconPapers)
JEL-codes: E59 E6 (search for similar items in EconPapers)
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Journal Article: Experimental Estimates of Education Production Functions (1999)
Working Paper: Experimental Estimates of Education Production Functions (1997)
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Persistent link: https://EconPapers.repec.org/RePEc:pri:indrel:379
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