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Social and Behavioral Sciences Commons™
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Articles 1 - 7 of 7
Full-Text Articles in Social and Behavioral Sciences
How Does Your Kindergarten Classroom Affect Your Earnings? Evidence From Project Star, Raj Chetty, John Friedman, Nathaniel Hilger, Emmanuel Saez, Diane Schanzenbach, Danny Yagan
How Does Your Kindergarten Classroom Affect Your Earnings? Evidence From Project Star, Raj Chetty, John Friedman, Nathaniel Hilger, Emmanuel Saez, Diane Schanzenbach, Danny Yagan
Diane Whitmore Schanzenbach
In Project STAR, 11,571 students in Tennessee and their teachers were randomly assigned to classrooms within their schools from kindergarten to third grade. This article evaluates the long-term impacts of STAR by linking the experimental data to administrative records. We first demonstrate that kindergarten test scores are highly correlated with outcomes such as earnings at age 27, college attendance, home ownership, and retirement savings. We then document four sets of experimental impacts. First, students in small classes are significantly more likely to attend college and exhibit improvements on other outcomes. Class size does not have a significant effect on earnings …
Experimental Evidence On The Effect Of Childhood Investments On Postsecondary Attainment And Degree Completion, Susan Dynarski, Joshua Hyman, Diane Schanzenbach
Experimental Evidence On The Effect Of Childhood Investments On Postsecondary Attainment And Degree Completion, Susan Dynarski, Joshua Hyman, Diane Schanzenbach
Diane Whitmore Schanzenbach
This paper examines the effect of early childhood investments on college enrollment and degree completion. We use the random assignment in the Project STAR experiment to estimate the effect of smaller classes in primary school on college entry, college choice, and degree completion. We improve on existing work in this area with unusually detailed data on college enrollment spells and the previously unexplored outcome of college degree completion. We find that assignment to a small class increases the probability of attending college by 2.7 percentage points, with effects more than twice as large among blacks. Among those with the lowest …
Left Behind By Design: Proficiency Counts And Test-Based Accountability, Derek Neal, Diane Schanzenbach
Left Behind By Design: Proficiency Counts And Test-Based Accountability, Derek Neal, Diane Schanzenbach
Diane Whitmore Schanzenbach
We show that within the Chicago Public Schools, both the introduction of NCLB in 2002 and the introduction of similar district-level reforms in 1996 generated noteworthy increases in reading and math scores among students in the middle of the achievement distribution but not among the least academically advantaged students. The stringency of proficiency requirements varied among the programs implemented for different grades in different years, and our results suggest that changes in proficiency requirements induce teachers to shift more attention to students who are near the current proficiency standard.
First In The Class? Age And The Education Production Function, Diane Schanzenbach, Elizabeth Cascio
First In The Class? Age And The Education Production Function, Diane Schanzenbach, Elizabeth Cascio
Diane Whitmore Schanzenbach
Older children outperform younger children in a school-entry cohort well into their school careers. The existing literature has provided little insight into the causes of this phenomenon, leaving open the possibility that school-entry age is zero-sum game, where relatively young students lose what relatively old students gain. In this paper, we estimate the effects of relative age using data from an experiment where children of the same biological age were randomly assigned to different classrooms at the start of school. We find no evidence that relative age impacts achievement in the population at large. However, disadvantaged children assigned to a …
What Have Researchers Learned From Project Star?, Diane Schanzenbach
What Have Researchers Learned From Project Star?, Diane Schanzenbach
Diane Whitmore Schanzenbach
No abstract provided.
Resource And Peer Impacts On Girls' Academic Achievement: Evidence From A Randomized Experiment, Diane Schanzenbach
Resource And Peer Impacts On Girls' Academic Achievement: Evidence From A Randomized Experiment, Diane Schanzenbach
Diane Whitmore Schanzenbach
No abstract provided.
The Effect Of Attending A Small Class In The Early Grades On College-Test Taking And Middle School Test Results: Evidence From Project Star, Alan Krueger, Diane Schanzenbach
The Effect Of Attending A Small Class In The Early Grades On College-Test Taking And Middle School Test Results: Evidence From Project Star, Alan Krueger, Diane Schanzenbach
Diane Whitmore Schanzenbach
This paper provides a long-term follow-up analysis of students who participated in the Tennessee STAR experiment. In this experiment, students and their teachers were randomly assigned to small, regular-size, or regular-size classes with a teacher aide in the first four years of school. We analyse the effect of past attendance in small classes on student test scores and whether they took the ACT or SAT college entrance exam. Attending a small class in the early grades is associated with an increased likelihood of taking a college-entrance exam, especially among minority students, and somewhat higher test scores.