Would Smaller Classes Help Close the Black-White Achievement Gap?

By Alan B. Krueger, D. Whitmore. 2001

181 citations recorded by the source corpus.

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Citations in the corpus

The Long-Term Effects and Cost-Effectiveness of Success for All (2002, methodology): “More recently, a longitudinal follow-up to another welldesigned study, the Tennessee Student/Teacher Achievement Ratio (STAR) experiment, provided support for the long-term efficacy of classsize reductions in the early elementary school years (Finn, Gerber, Achilles, & Boyd-Zaharias, 2001; Krueger ”
Understanding the Black-White Test Score Gap in the First Two Years of School (2004, result): “This nding is also related to those of Krueger and Whitmore ( 2001 ) and Phillips , Crouse , and Ralph ( 1998b ) , who nd that the black - white gap widens as a result of poorer quality schools .”
Assessing Teacher, Classroom, and School Effects, Including Fiscal Effects (2004, background): “For example, minority students may realize larger academic benefits from reductions in class size than their nonminority peers (Finn & Achilles, 1999; Krueger & Whitmore, 2001 ).”
USING RANDOMIZATION IN DEVELOPMENT ECONOMICS RESEARCH: A TOOLKIT (2008, background): “In the well-known Tennessee STAR class size evaluation, some children initially assigned to a large class also moved to a small class (Krueger and Whitmore, 2002).”
Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion. NBER Working Paper No. 17533. (2011, unknown): “Krueger and Whitmore (2002) showed that disadvantaged students in the treatment group were not systematically assigned to the smallest of the small classes.”
Parental Educational Investment and Children’s Academic Risk (2006, background): “…average pupil-to-teacher ratio in U.S. elementary and e s t on M a secondary public schools was 17.2 and it was 14.7 in private schools (National enhanced test performances and increased probability of taking college-entrance exams, especially among minority students m (Krueger and Whitmore 2001).”