Abstract

This paper investigates the effects of California’s billion-dollar class-sizereduction program on student achievement. It uses year-to-year differences in class size generated by variation in enrollment and the state’s class-sizereduction program to identify both the direct effects of smaller classes and related changes in teacher quality. Although the results show that smaller classes raised mathematics and reading achievement, they also show that the increase in the share of teachers with neither prior experience nor full certification dampened the benefits of smaller classes, particularly in schools with high shares of economically disadvantaged, minority students

Studiedesign
Paneldatamodel
Dansk studie
Nej
Nordiske studier
Nej
Fuld reference
Jepsen C, Rivkin S (2009). Class Size Reduction and Student Achievement: The Potential Tradeoff between Teacher Quality and Class Size. Journal of Human Resources, Vol 44(1): 223-250
Investeringsdetalje Målgruppe Køn Effektmål overordnet Effektmål detaljeret Effekt Signifikant Enhed
Klassestørrelse reduceres med 1 elev 2. klasse Samlet Testresultater Stanford Achievement Test (SAT) testresultater, matematik, 2. klasse 0,01 Ja Standardiseret
Klassestørrelse reduceres med 1 elev 3. klasse Samlet Testresultater Stanford Achievement Test (SAT) testresultater, matematik, 3. klasse 0,01 Ja Standardiseret
Klassestørrelse reduceres med 1 elev 4. klasse Samlet Testresultater Stanford Achievement Test (SAT) testresultater, matematik, 4. klasse 0,01 Ja Standardiseret
Klassestørrelse reduceres med 1 elev 2. klasse Samlet Testresultater Stanford Achievement Test (SAT) testresultater, læsning, 2. klasse 0,01 Ja Standardiseret
Klassestørrelse reduceres med 1 elev 3. klasse Samlet Testresultater Stanford Achievement Test (SAT) testresultater, læsning, 3. klasse 0,00 Ja Standardiseret
Klassestørrelse reduceres med 1 elev 4. klasse Samlet Testresultater Stanford Achievement Test (SAT) testresultater, læsning, 4. klasse 0,00 Ja Standardiseret