The Non-Cognitive Returns to Class Size

Autor/inn/en	Dee, Thomas S.; West, Martin R.
Titel	The Non-Cognitive Returns to Class Size
Quelle	In: Educational Evaluation and Policy Analysis, 33 (2011) 1, S.23-46 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373710392370
Schlagwörter	Urban Schools; Grade 8; Class Size; Effect Size; Research Design; Middle School Students; Self Control; Self Esteem; Outcomes of Education; Academic Achievement; Educational Psychology; Student Characteristics; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 08; 8. Schuljahr; Schuljahr 08; Klassengröße; Forschungsdesign; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Selbstbeherrschung; Self-esteem; Selbstaufmerksamkeit; Lernleistung; Schulerfolg; Schulleistung; Erziehungspsychologie; Pädagogische Psychologie
Abstract	The authors use nationally representative survey data and a research design that relies on contemporaneous within-student and within-teacher comparisons across two academic subjects to estimate how class size affects certain non-cognitive skills in middle school. Their results indicate that smaller eighth-grade classes are associated with improvements in several measures of school engagement, with effect sizes ranging from 0.05 to 0.09 and smaller effects persisting 2 years later. Patterns of selection on observed traits and falsification exercises suggest that these results accurately identify (or possibly understate) the causal effects of smaller classes. Given the estimated earnings impact of these non-cognitive skills, the implied internal rate of return from an eighth-grade class-size reduction is 4.6% overall, but 7.9% in urban schools. (Contains 15 notes, 10 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10