How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project STAR. NBER Working Paper No. 16381

Autor/inn/en	Chetty, Raj; Friedman, John N.; Hilger, Nathaniel; Saez, Emmanuel; Schanzenbach, Diane Whitmore; Yagan, Danny
Institution	National Bureau of Economic Research
Titel	How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project STAR. NBER Working Paper No. 16381
Quelle	(2010) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Small Classes; Program Effectiveness; Kindergarten; College Attendance; Class Size; Taxes; Outcomes of Education; Scores; Achievement Tests; Correlation; Retirement; Money Management; Ownership; Housing; Teaching Experience; Teacher Qualifications; Educational Quality; Income; Risk Management; Longitudinal Studies; Tennessee + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Klassengröße; Abgabe; Lernleistung; Schulerfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Pensionierung; Eigentum; Unterkunft; Lehrqualifikation; Quality of education; Bildungsqualität; Einkommen; Risikomanagement; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	In Project STAR, 11,571 students in Tennessee and their teachers were randomly assigned to different classrooms within their schools from kindergarten to third grade. This paper evaluates the long-term impacts of STAR using administrative records. We obtain five results. First, kindergarten test scores are highly correlated with outcomes such as earnings at age 27, college attendance, home ownership, and retirement savings. Second, students in small classes are significantly more likely to attend college, attend a higher-ranked college, and perform better on a variety of other outcomes. Class size does not have a significant effect on earnings at age 27, but this effect is imprecisely estimated. Third, students who had a more experienced teacher in kindergarten have higher earnings. Fourth, an analysis of variance reveals significant kindergarten class effects on earnings. Higher kindergarten class quality--as measured by classmates' end-of-class test scores--increases earnings, college attendance rates, and other outcomes. Finally, the effects of kindergarten class quality fade out on test scores in later grades but gains in non-cognitive measures persist. We conclude that early childhood education has substantial long-term impacts, potentially through non-cognitive channels. Our analysis suggests that improving the quality of schools in disadvantaged areas may reduce poverty and raise earnings and tax revenue in the long run. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10