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http://hdl.handle.net/10419/45603
  

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DC FieldValueLanguage
dc.contributor.authorMueller, Steffenen_US
dc.date.accessioned2011-05-11en_US
dc.date.accessioned2011-05-16T14:11:03Z-
dc.date.available2011-05-16T14:11:03Z-
dc.date.issued2011en_US
dc.identifier.urihttp://hdl.handle.net/10419/45603-
dc.description.abstractWe analyze teacher experience as a moderating factor for the effect of class size reduction on student achievement in the early grades using data from the Tennessee STAR experiment with random assignment of teachers and students to classes of different size. The analysis is motivated by the high costs of class size reductions and the need to identify the circumstances under which this investment is most rewarding. We find a class size effect only for senior teachers. The effect is most pronounced for higher and average-performing students. We further show that senior teachers outperform rookies only in small classes. The results have straightforward policy implications. Interestingly, the class size effect is most likely due to a higher quality of instruction in small classes and not due to less disruptions.en_US
dc.language.isoengen_US
dc.publisherUniv., Inst. für Wirtschaftspolitik und Quantitative Wirtschaftsforschung Erlangenen_US
dc.relation.ispartofseriesIWQW discussion paper series 07/2011en_US
dc.subject.jelI2en_US
dc.subject.jelH4en_US
dc.subject.jelJ4en_US
dc.subject.ddc330en_US
dc.subject.keywordclass size reductionen_US
dc.subject.keywordteacher experienceen_US
dc.subject.keywordstudent achievementen_US
dc.titleTeacher experience and the class size effect - experimental evidenceen_US
dc.typeWorking Paperen_US
dc.identifier.ppn657559113en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen_US
dc.identifier.repecRePEc:zbw:iwqwdp:072011-
Appears in Collections:IWQW Discussion Paper Series, FAU Erlangen-Nürnberg

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