全球智库信息集成服务系统(G2TT): Reduced-Class Distinctions: Effort, Ability, and the Education Production Function

G2TT

来源类型	Working Paper
规范类型	报告
DOI	10.3386/w14777
来源ID	Working Paper 14777
	Reduced-Class Distinctions: Effort, Ability, and the Education Production Function
	Philip Babcock; Julian R. Betts
发表日期	2009-03-12
出版年	2009
语种	英语
摘要	Do smaller classes boost achievement mainly by helping teachers impart specific academic skills to students with low academic achievement? Or do they do so primarily by helping teachers engage poorly behaving students? The analysis uses the grade 3 to 4 transition in San Diego Unified School District as a source of exogenous variation in class size (given a California law funding small classes until grade 3). Grade 1 report cards allow separate identification of low-effort and low-achieving students. Results indicate that elicitation of effort or engagement, rather than the teaching of specific skills, may be the dominant channel by which small classes influence disadvantaged students.
主题	Health, Education, and Welfare ; Education
URL	https://www.nber.org/papers/w14777
来源智库	National Bureau of Economic Research (United States)
引用统计
资源类型	智库出版物
条目标识符	http://119.78.100.153/handle/2XGU8XDN/572453
推荐引用方式 GB/T 7714	Philip Babcock,Julian R. Betts. Reduced-Class Distinctions: Effort, Ability, and the Education Production Function. 2009.