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Chetty Raj, Friedman John N. & Hilger Nathaniel et al. (2010). How Does Your Kindergarten Classroom Affect Your Earnings? Evidence From Project STAR. National Bureau of Economic Research, n° 16381. En ligne : <http://www.nber.org/papers/w16381>.
Added by: Marie Gaussel (21 Apr 2014 15:31:38 Europe/Paris) |
| Resource type: Report/Documentation BibTeX citation key: Chetty2010  |
Categories: Apprentissages et psychologie Creators: Chetty, Friedman, Hilger, Saez, Schanzenbach, Yagan Publisher: National Bureau of Economic Research |
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| URLs http://www.nber.org/papers/w16381 |
| Abstract |
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In 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.
Added by: Marie Gaussel |