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Students were intended to remain in the initial class type through third grade, but resequencing after kindergarten, inter-class mobility, and attrition constrained the design. Multiple statistical approaches are used to evaluate how these limitations affect estimates of education production. Key results include gains from small classes, limited impact of teacher aides, larger effects for minority students and those on free lunch, and no evidence that benefits stem from Hawthorne effects.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/experimental-estimates-of-education-production-functions-working-paper-6051-1997/268913/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/experimental-estimates-of-education-production-functions-working-paper-6051-1997/268913.png","ImageObject",300,407,{"name":92,"@type":93},"Berry Peter","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data and experiment design does the paper use?","Question",{"text":112,"@type":113},"The paper uses Project STAR data from a randomized experiment in Tennessee. Kindergarten students and teachers were assigned to small classes, regular-size classes, or regular-size classes with a teacher’s aide starting in 1985–86.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the authors address deviations from the original class assignment plan?",{"text":117,"@type":113},"They account for resequencing between class types after kindergarten and for attrition, applying several statistical methods to investigate the impact of these limitations on estimated effects.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main findings about class size and teacher aides?",{"text":121,"@type":113},"On average, small classes increase standardized test performance by about 4 percentile points in the first year and by about one percentile point per year thereafter. Teacher aides have little effect on student achievement, while class size effects are larger for minority students and students on free lunch.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},268913,1789438965,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},1374402524268,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","NBER WORKING PAPER SERIES  \nEXPERIMENTAL ESTIMATES OFEDUCATION PRODUCTION FUNCTIONS  \nAlan B.Krueger  \nWorking Paper 6051  \nNATIONAL BUREAU OF ECONOMIC RESEARCH1050 Massachusetts AvenueCambridge,MA 02138June 1997  \nI thank Helen Bain,a founder and principal director of Project STAR,for providing me with the dataused in this study,Jayne Zaharias and DeWayne Fulton for answering several questions regardingthe data,and Jessica Baraka and Aaron Saiger for providing outstanding research assistance.Helpfulcomments were provided by Jessica Baraka,Jeremy Finn,John Folger,Cecilia Rouse and seminarparticipants at MIT,NBER,Princeton,Vanderbilt,and the Society of Labor Economists.Financialsupport was provided by the National Institute of Childhood Health and Development.This paperis part of NBER's research programs in Children and Labor Studies.Any opinions expressed arethose of the author and not those of the National Bureau of Economic Research.  \n◎1997 by Alan B.Krueger.All rights reserved.Short sections of text,not to exceed twoparagraphs,may be quoted without explicit permission provided that full credit,including ◎notice,is given to the source.  \nExperimental Estimates of EducationProduction FunctionsAlan B.Krueger  \nNBER Working Paper No.6051June 1997JEL Nos.I21,J24Children and Labor Studies  \n# ABSTRACT\n\nThis paper analyzes data from Project STAR,an experiment in which 11,600 Tennesseekindergarten students and teachers were randomly assigned to one of three types of classes beginningin the 1985-86 school year:small classes(13-17 students),regular-size classes(22-25 students),andregular-size classes with a teacher's aide.According to the original design,students were to remainin their initial class type through the third grade.In practice,however,students in regular-sizeclasses were randomly re-assigned at the end of kindergarten,and about 10 percent of studentsmoved between class types in second and third grade.Attrition was also common.Severalstatistical methods are used to investigate the impact of these limitations.The main conclusions are:  \n(1)on average,performance on standardized tests increases by about 4 percentile points the first yearstudents are assigned to a small class,irrespective of the grade in which the student first attends asmall class;(2)after initial assignment to a small class,student performance increases by about onepercentile point per year relative to those in regular-size classes;(3)teacher aides have little effecton student achievement;(4)class size has a larger effect on test scores for minority students and forthose on free lunch;(5)the beneficial effect of smaller classes does not appear to result fromHawthorne effects.  \nAlan B.KruegerWoodrow Wilson SchoolPrinceton UniversityPrinceton,NJ 08544and NBERakrueger@pucc.princeton.edu  \n# I.Introduction\n\nThe large literature on the effect of school resources on student achievement generallyfinds ambiguous,conflicting,and weak results.Even quantitative summaries of the literaturetend to reach conflicting conclusions.For example,based on the fact that most estimates of theeffect of school inputs on student achievement are statistically insignificant,Hanushek(1986)concludes,\"There appears to be no strong or systematic relationship between school expendituresand student performance.\"By contrast,Hedges,et al.(1994)conduct a meta-analysis of (asubset of)the studies enumerated by Hanushek and conclude,\"the data are mcze consistent witha pattern that includes at least some positive relation between dollars spent on education andoutput,than with a pattern of no effects or negative effects.\"  \nMuch of the uncertainty in the literature derives from the fact that the appropriatespecification--including the functional form,level of aggregation,relevant control variables,andidentification--of the \"education production function\"is uncertain.Some specifications doconsistently yield significant effects,however.Notably,estimates that use cross-state variationin school reso","cbCaid8bhfrX12jy","https://ap.wps.com/l/cbCaid8bhfrX12jy","pdf",514604,52,"English","# ABSTRACT\n# I. Introduction\n## Background: school resources and achievement\n## Uncertainty in the education production function\n## Why randomized experiments like Project STAR matter","[{\"question\":\"What data and experiment design does the paper use?\",\"answer\":\"The paper uses Project STAR data from a randomized experiment in Tennessee. Kindergarten students and teachers were assigned to small classes, regular-size classes, or regular-size classes with a teacher’s aide starting in 1985–86.\"},{\"question\":\"How do the authors address deviations from the original class assignment plan?\",\"answer\":\"They account for resequencing between class types after kindergarten and for attrition, applying several statistical methods to investigate the impact of these limitations on estimated effects.\"},{\"question\":\"What are the main findings about class size and teacher aides?\",\"answer\":\"On average, small classes increase standardized test performance by about 4 percentile points in the first year and by about one percentile point per year thereafter. Teacher aides have little effect on student achievement, while class size effects are larger for minority students and students on free lunch.\"}]","Experimental Estimates of Education Production Functions - Working Paper 6051 - 1997 | PDF",131]