Experimental Estimates of the Impacts of Class Size on Test Scores: Robustness and Heterogeneity

Autor/inn/en	Ding, Weili; Lehrer, Steven F.
Titel	Experimental Estimates of the Impacts of Class Size on Test Scores: Robustness and Heterogeneity
Quelle	In: Education Economics, 19 (2011) 3, S.229-252 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
Schlagwörter	Class Size; Student Attitudes; Economically Disadvantaged; Teacher Student Relationship; Minority Groups; Correlation; Inferences; Academic Achievement; Achievement Tests; Scores; Race; Lunch Programs; Kindergarten; Robustness (Statistics); Tennessee + Suchen Sie Ihr Suchwort? Klassengröße; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnische Minderheit; Korrelation; Inference; Inferenz; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rasse; Abstammung; Mittagessen; Widerstandsfähigkeit
Abstract	Proponents of class size reductions (CSRs) draw heavily on the results from Project Student/Teacher Achievement Ratio to support their initiatives. Adding to the political appeal of these initiative are reports that minority and economically disadvantaged students received the largest benefits from smaller classes. We extend this research in two directions. First, to address correlated outcomes from the same class size treatment, we account for the over-rejection of the Null hypotheses by using multiple inference procedures. Second, we conduct a more detailed examination of the heterogeneous impacts of CSRs on measures of cognitive and non-cognitive achievement using more flexible models. We find that students with higher test scores received greater benefits from CSRs. Furthermore, we present evidence that the main effects of the small class treatment are robust to corrections for the multiple hypotheses being tested. However, these same corrections lead the differential impacts of smaller classes by race and free-lunch status to become statistically insignificant. (Contains 25 notes, 7 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10