The Non-Cognitive Returns to Class Size

  title={The Non-Cognitive Returns to Class Size},
  author={Thomas S. Dee and Martin R. West},
  journal={Educational Evaluation and Policy Analysis},
  pages={23 - 46}
The authors use nationally representative survey data and a research design that relies on contemporaneous within-student and within-teacher comparisons across two academic subjects to estimate how class size affects certain non-cognitive skills in middle school. Their results indicate that smaller eighth-grade classes are associated with improvements in several measures of school engagement, with effect sizes ranging from .05 to .09 and smaller effects persisting 2 years later. Patterns of… 

Effects of Class-Size Reduction on Cognitive and Non-Cognitive Skills

We estimate the effects of class-size reduction by exploiting exogenous variation caused by Maimonides' rule, which requires that the maximum class size be 40 students and classes be split when 41 or

Essays in applied econometrics

Amid growing evidence of the importance of non-cognitive skills for both cognitive skill development and long-term outcomes, understanding the effect of education policies on noncognitive skill

Revisiting Class-Size Effects: Where They Come From and How Long They Last

Using data from the Tennessee Student/Teacher Achievement Ratio experiment and subsequent follow-up surveys, we estimate unconditional quantile treatment e ects of being assigned to a small-size

Does Schooling Causally Impact Non-Cognitive Skills? Evidence from Elimination of Social Security Student Benefits

A limited number of studies have investigated the impacts of education on non-cognitive skills, yet they offer mixed results. A few studies suggest no impact, but others report positive impacts of

Long-Term Effects of Class Size

This paper evaluates the long-term effects of class size in primary school. We use rich data from Sweden and exploit variation in class size created by a maximum class size rule. Smaller classes in

Class Size in Early Grades, Student Grit and Later School Outcomes

The increasing recognition of non-cognitive skills in economics has led many researchers to investigate how educational practices enhance these skills. In this paper, we focus on the non-cognitive

Research Group on Human Capital Working Paper Series Nonlinear Class Size Effects on Cognitive and Noncognitive Development of Young Children Working Paper No . 1801

We estimate the nonlinear impact of class size on student achievement by exploiting regulations that cap class size at 20 pupils per class in kindergarten. Using student-level information from a

Do class size effects differ across grades?

This paper contributes to the class size literature by analysing whether short-run class size effects are constant across grade levels in compulsory school. Results are based on administrative data

Promise and Paradox: Measuring Students’ Non-cognitive Skills and the Impact of Schooling

We used self-report surveys to gather information on a broad set of non-cognitive skills from 1,368 8 th -grade students attending Boston public schools and linked this information to administrative

Heterogeneous Effects of Class Size and Teacher Aide – Why We Should Go Beyond Traditional (Average) Results

This paper investigates the effect of two pupil-to-teacher ratio policies on test scores for children with different achievement levels. Using data from a large randomized experiment in early



Nber Working Paper Series the Non-cognitive Returns to Class Size

and seminar participants at Harvard, Cornell, Swarthmore, and the 2008 AEFA meetings for helpful discussions and comments. The views expressed herein are those of the author(s) and do not necessarily

Class-Size Effects in School Systems Around the World: Evidence from Between-Grade Variation in Timss

We estimate the effect of class size on student performance in 11 countries, combining school fixed effects and instrumental variables to identify random class-size variation between two adjacent

Where the Boys Aren'T: Non-Cognitive Skills, Returns to School and the Gender Gap in Higher Education

Nearly 60 percent of college students today are women. Using longitudinal data on a nationally representative cohort of eighth grade students in 1988, I examine two potential explanations for the


The twelfth century rabbinic scholar Maimonides proposed a maximum class size of 40. This same maximum induces a nonlinear and nonmonotonic relationship between grade enrollment and class size in

Which School Systems Sort Weaker Students into Smaller Classes? International Evidence

We examine whether the sorting of differently achieving students into differently sized classes results in a regressive or compensatory pattern of class sizes for a sample of national school systems.

Using Maimonides&Apos; Rule to Estimate the Effect of Class Size on Student Achievement

The effect of class size on student achievement has long been of concern to educators, parents, and scholars. In Israeli public schools today, class size is partly determined using a rule proposed by

The Effects of Class Size on Student Achievement: New Evidence from Population Variation

I identify the effects of class size on student achievement using longitudinal variation in the population associated with each grade in 649 elementary schools. I use variation in class size driven

The Relative Influence of Research on Class Size Policy

Social science research suggests that reducing class size has its largest effects on the achievement of minority and inner-city children during the first year of formal schooling.' Despite scholarly

Field Experiments in Class Size from the Early Twentieth Century

A vast majority of adults believe that class size reductions are a good way to improve the quality of public schools. Reviews of the research literature, on the other hand, have provided mixed

Educational Production

The literature on class size yields a number of findings. First, class size effects are difficult to find except when using data where class size variations are truly exogenous. Second, Catholic