Reduced-Class Distinctions: Effort, Ability, and the Education Production Function. NBER Working Paper No. 14777

Autor/inn/en	Babcock, Philip; Betts, Julian R.
Institution	National Bureau of Economic Research
Titel	Reduced-Class Distinctions: Effort, Ability, and the Education Production Function. NBER Working Paper No. 14777
Quelle	(2009) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Relationship; Class Size; Academic Achievement; Grade 1; Report Cards; Identification; Low Achievement; Small Classes; Grade 3; Learner Engagement; California + Suchen Sie Ihr Suchwort? Wechselbeziehung; Klassengröße; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; Berichtszeugnis; Identifikation; Identifizierung; Unterdurchschnittliche Leistung; School year 03; 3. Schuljahr; Schuljahr 03; Kalifornien
Abstract	Do smaller classes boost achievement mainly by helping teachers impart specific academic skills to students with low academic achievement? Or do they do so primarily by helping teachers engage poorly behaving students? The analysis uses the grade 3 to 4 transition in San Diego Unified School District as a source of exogenous variation in class size (given a California law funding small classes until grade 3). Grade 1 report cards allow separate identification of low-effort and low-achieving students. Results indicate that elicitation of effort or engagement, rather than the teaching of specific skills, may be the dominant channel by which small classes influence disadvantaged students. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org/cgi-bin/get_bars.pl?bar=pub
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10