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	Provedor de dados AgEcon (2) Autor Boozer, Michael A. (2) Cacciola, Stephen E. (1) Maloney, Tim (1) Palavra-chave C23 (2) C51 (2) C81 (2) Experimental evidence (2) I21 (2) Data with a group structure (1) Labor and Human Capital (1) Organization of schooling (1) Peer effects (1) School quality (1) Teaching/Communication/Extension/Profession (1) Value-added model (1) Z13 (1) Mais... Tipo do documento Working or Discussion Paper (2) Ano 2001 (2) País United States (2) Idioma Inglês (2)		Ordenar por:  Relevância Autor Título Ano Registros recuperados: 2 Primeira ... 1 ... Última Inside the 'Black Box' of Project Star: Estimation of Peer Effects Using Experimental Data AgEcon Boozer, Michael A.; Cacciola, Stephen E.. The credible identification of endogenous peer group effects— i.e. social multiplier or feedback effects —has long eluded social scientists. We argue that such effects are most credibly identified by a randomly assigned social program which operates at differing intensities within and between peer groups. The data we use are from Project STAR, a class size reduction experiment conducted in Tennessee elementary schools. In these data, classes were comprised of varying fractions of students who had previously been exposed to the Small class treatment, creating class groupings of varying experimentally induced quality. We use this variation in class group quality to estimate the spillover effect. We find that when allowance is made for this ‘feedback’ effect... Tipo: Working or Discussion Paper Palavras-chave: Peer effects; Data with a group structure; Organization of schooling; Experimental evidence; Teaching/Communication/Extension/Profession; Z13; C51; C81; I21; C23. Ano: 2001 URL: http://purl.umn.edu/28524 The Effects of Class Size on the Long Run Growth in Reading Abilities and Early Adult Outcomes in the Christchurch Health and Development Study AgEcon Boozer, Michael A.; Maloney, Tim. This paper utilizes the feature of the CHDS data from New Zealand that children are sampled for extremely long individual histories of their class size experiences as well as their scholastic and early labor market outcomes. Our interest is to explore the full set of empirical implications of the recent experimental evidence on class size effects on student achievement from the United States in Project STAR for observational data. We argue that one implication of Project STAR is that only persistent class size reduction policies may have detectable effects, and so the longitudinal aspect of CHDS is necessary to detect class size effects. We account for the observational nature of the CHDS (in that children were not randomly assigned to different class... Tipo: Working or Discussion Paper Palavras-chave: School quality; Value-added model; Experimental evidence; Labor and Human Capital; C51; C81; I21; C23. Ano: 2001 URL: http://purl.umn.edu/28384 Registros recuperados: 2 Primeira ... 1 ... Última

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