Reduced-Class Distinctions: Effort, Ability, and the Education Production Function / Philip Babcock, Julian R. Betts.

Author
Babcock, Philip [Browse]
Format
Book
Language
English
Published/​Created
Cambridge, Mass. National Bureau of Economic Research 2009.
Description
1 online resource: illustrations (black and white);

Available Online

Details

Related name
Series
  • Working Paper Series (National Bureau of Economic Research) no. w14777. [More in this series]
  • NBER working paper series no. w14777
Summary note
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.
Notes
March 2009.
Source of description
Print version record
Other title(s)
Reduced-Class Distinctions
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