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Problem set 3 Solution-Education Economics-Assignment Solution, Exercises of Economics of Education

Dr. Bhim Rao Ambedkar University Economics of Education

This is solved set of problems for Education Economics course. It was submitted to Prof. Kunda Innuganti at . It includes: Class, Size, Hanushek, Krueger, Literature, Data, Experiment, Results, Change, Star, Mimics

Typology: Exercises

2011/2012

Uploaded on 08/11/2012

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1 Hanushek’s litera no strong association between clas Table 6 shows that across many (non-experimental) studies associated with lower te that the same result holds for the relationship between Problem Set 3 11.126 /11.249/14.48 Due April 24, 2007 in ¢ I. Class Size: Hanushek vs. Krueger (20 points) ature review on the effects of class size suggests that there is in the United States. small clas . Table 7 s size and a stu- and tes ize re are scores as often as higher test scor ows clas dent's improvementin test score over the course of the year. On the other hand, Krueger’ small cl paper on the Tennessee STAR experiment found large gains from Ze: (10 points) Suppose that small clas really do have a substantial effect on student achievement, i.c., Krueger is right. How might you explain the patterns summarized by Hanushek? Answer: A few different answers are possible. Hanushek’s data are not from an experiment and so they suffer from omit- ible that weaker students tend up). If these potential for ased results. ted variables bias. In particular, it is pos to be assigned to smaller ¢ (in order to help them c: students are not only weaker to begin with but have le improvement, then even the value-added model may give b A permanent change in class size might have large effects on test scores , even if a transient change , teachers were guaranteed a program to because teachers can change their teaching style in ze would not. In the STAR experiment small for and this more everal years ross an entire reduce ¢ Krueger found that small c had a much more important effect in the first year than in subsequent years; this one-time kick might get lost in a value added model because most small- udents would have been in in earlier years too. (This consideration can cut both ways, below.) small classes though- . (10 points) Now suppose that small class sizes don’t have a very strong effect on achievement (on average), i.e., Hanushek is right. How might you explain the findings of the STAR experiment if the average effect of class size is negligible? Answer: Again, a few answers are possible. docsity.cmo

Problem set 3 Solution-Education Economics-Assignment Solution, Exercises of Economics of Education

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