How consistent are class size effects?

Autor/in	Konstantopoulos, Spyros
Titel	How consistent are class size effects?
Quelle	Bonn: IZA (2009), 33 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Discussion paper series / Forschungsinstitut zur Zukunft der Arbeit. 4566
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
Schlagwörter	Bildungsniveau; Test; Klassengröße; Arbeitspapier; Wirkungsanalyse; USA
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.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2010/3