Disruption, Achievement and the Heterogeneous Benefits of Smaller Classes / Graham J. McKee, Steven G. Rivkin, Katharine R.E. Sims.

Format:

Book

Author/Creator:

McKee, Graham J.

Contributor:

National Bureau of Economic Research.

Rivkin, Steven G.

Sims, Katharine R.E.

Series:

Working Paper Series (National Bureau of Economic Research) no. w15812.

NBER working paper series no. w15812

Language:

English

Physical Description:

1 online resource: illustrations (black and white);

Place of Publication:

Cambridge, Mass. National Bureau of Economic Research 2010.

Summary:

With few exceptions, empirical research investigating the possibility of heterogeneous benefits of class size reduction lacks a conceptual framework about specific dimensions of potential heterogeneity. In this paper we develop a model of education production that incorporates disruption and student achievement and illustrates how these underlying sources of variation may drive heterogeneity in the benefits of class size reductions. We test for results consistent with this model using the Tennessee STAR data. The estimates show that students in higher poverty schools and with greater learning aptitude realize larger benefits from smaller classes.

Notes:

Print version record

March 2010.