| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w15812 |
| 来源ID | Working Paper 15812 |
| Disruption, Achievement and the Heterogeneous Benefits of Smaller Classes | |
| Graham J. McKee; Steven G. Rivkin; Katharine R.E. Sims | |
| 发表日期 | 2010-03-11 |
| 出版年 | 2010 |
| 语种 | 英语 |
| 摘要 | 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. |
| 主题 | Health, Education, and Welfare ; Education |
| URL | https://www.nber.org/papers/w15812 |
| 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/573487 |
| 推荐引用方式 GB/T 7714 | Graham J. McKee,Steven G. Rivkin,Katharine R.E. Sims. Disruption, Achievement and the Heterogeneous Benefits of Smaller Classes. 2010. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w15812.pdf（219KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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