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dc.contributor.authorKonstantopoulos, Spyrosen_US
dc.date.accessioned2010-01-15en_US
dc.date.accessioned2010-07-07T12:08:07Z-
dc.date.available2010-07-07T12:08:07Z-
dc.date.issued2009en_US
dc.identifier.urihttp://hdl.handle.net/10419/36342-
dc.description.abstractEvidence from Project STAR has suggested that on average small classes increase student achievement. However, thus far researchers have focused on computing mean differences in student achievement between smaller and larger classes. In this study I focus on the distribution of the small class effects at the school level and compute the inconsistency of the treatment effects across schools. I use data from Project STAR and estimated small class effects for each school on mathematics and reading scores from kindergarten through third grade. The results revealed that school-specific small class effects are both positive and negative and that although students benefit considerably from being in small classes in some schools, in other schools being in small classes is a disadvantage. Small class effects were inconsistent and varied significantly across schools. Full time teacher aide effects were also inconsistent across schools and in some schools students benefit considerably from being in regular classes with a full time aide, while in other schools being in these classes is a disadvantage.en_US
dc.language.isoengen_US
dc.publisherIZA Bonnen_US
dc.relation.ispartofseriesIZA Discussion Papers 4566en_US
dc.subject.jelI20en_US
dc.subject.ddc330en_US
dc.subject.keywordSmall classesen_US
dc.subject.keywordtreatment variabilityen_US
dc.subject.keywordmeta-analysisen_US
dc.subject.stwKlassengrößeen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwWirkungsanalyseen_US
dc.subject.stwTesten_US
dc.subject.stwUSAen_US
dc.titleHow consistent are class size effects?en_US
dc.typeWorking Paperen_US
dc.identifier.ppn61661232Xen_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
Appears in Collections:IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA)

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