Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/36342 
Year of Publication: 
2009
Series/Report no.: 
IZA Discussion Papers No. 4566
Publisher: 
Institute for the Study of Labor (IZA), Bonn
Abstract: 
Evidence 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.
Subjects: 
Small classes
treatment variability
meta-analysis
JEL: 
I20
Document Type: 
Working Paper

Files in This Item:
File
Size
107.49 kB





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.