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The study evaluates long-term effects by linking experimental records to administrative data. Kindergarten test scores correlate strongly with earnings at age 27, college attendance, home ownership, and retirement saving. 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Friedman  \nNathaniel Hilger  \nEmmanuel Saez  \nDiane Whitmore Schanzenbach  \nDanny Yagan  \nWorking Paper 16381  \n[http://www.nber.org/papers/w16381](http://www.nber.org/papers/w16381)  \nNATIONAL BUREAU OF ECONOMIC RESEARCH  \n1050 Massachusetts Avenue  \nCambridge, MA 02138  \nSeptember 2010  \nWe thank Lisa Barrow, David Card, Gary Chamberlain, Elizabeth Cascio, Janet Currie, Jeremy Finn, Edward Glaeser, Bryan Graham, James Heckman, Caroline Hoxby, Guido Imbens, Thomas Kane, Lawrence Katz, Alan Krueger, Derek Neal, Jonah Rockoff, Douglas Staiger, numerous seminar participants, and anonymous referees for helpful discussions and comments. We thank Helen Bain and Jayne Zaharias at HEROS for access to the Project STAR data. The tax data were accessed through contract TIRNO-09-R-00007 with the Statistics of Income (SOI) Division at the US Internal Revenue Service. Gregory Bruich, Jane Choi, Jessica Laird, Keli Liu, Laszlo Sandor, and Patrick Turley provided outstanding research assistance. Financial support from the Lab for Economic Applications and Policy at Harvard, the Center for Equitable Growth at UC Berkeley, and the National Science Foundation is gratefully acknowledged. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.  \nNBER working papers are circulated for discussion and comment purposes. They have not been peerreviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.  \n© 2010 by Raj Chetty, John N. Friedman, Nathaniel Hilger, Emmanuel Saez, Diane Whitmore Schanzenbach, and Danny Yagan. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source.  \nHow Does Your Kindergarten Classroom Affect Your Earnings? Evidence From Project STAR Raj Chetty, John N. Friedman, Nathaniel Hilger, Emmanuel Saez, Diane Whitmore Schanzenbach, and Danny Yagan  \nNBER Working Paper No. 16381 September 2010, Revised August 2011 JEL No. H0,J0  \nABSTRACT  \nIn Project STAR, 11,571 students in Tennessee and their teachers were randomly assigned to classrooms within their schools from kindergarten to third grade. This paper 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 at age 27, but this effect is imprecisely estimated. Second, students who had a more experienced teacher in kindergarten have higher earnings. Third, an analysis of variance reveals significant classroom effects on earnings. Students who were randomly assigned to higher quality classrooms in grades K-3 – as measured by classmates' end-of-class test scores – have higher earnings, college attendance rates, and other outcomes. Finally, the effects of class quality fade out on test scores in later grades but gains in non-cognitive measures persist.  \nRaj Chetty  \nDepartment of Economics Harvard University 1805 Cambridge St. Cambridge, MA 02138 and NBER [chetty@fas.harvard.edu](chetty@fas.harvard.edu)  \nJohn N. Friedman Harvard Kennedy School Taubman 356  \n79 JFK St.  \nCambridge, MA 02138 and NBER [john_friedman@harvard.edu](john_friedman@harvard.edu)  \nNathaniel Hilger Department of Economics Harvard University 1805 Cambridge St. Cambridge, MA 02138 [nhilger@fas.harvard.edu](nhilger@fas.harvard.edu)  \nEmmanuel Saez  \nDepartment of Eco","cbCainxD1bQNr0zs","https://ap.wps.com/l/cbCainxD1bQNr0zs","pdf",523398,"English","# Abstract\n# Introduction\n## Long-term impacts of early childhood education\n## Project STAR experiment design and missing adult-outcome evidence","[{\"question\":\"How were students assigned in Project STAR?\",\"answer\":\"Students and teachers were randomly assigned to different classrooms within schools from kindergarten through third grade.\"},{\"question\":\"What does the paper find about kindergarten test scores and adult outcomes?\",\"answer\":\"Kindergarten test scores are highly correlated with adult outcomes such as earnings at age 27, college attendance, home ownership, and retirement savings.\"},{\"question\":\"Which classroom factors produce experimental impacts on later earnings and other outcomes?\",\"answer\":\"The paper documents effects from small classes, having a more experienced teacher in kindergarten, and classroom quality measured by classmates’ end-of-class test scores, with some fade-out on later test scores but persistence in non-cognitive measures.\"}]","How Does Your Kindergarten Classroom Affect Your Earnings? - NBER Working Paper 16381 - Evidence From Project STAR | PDF",202]