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Do Black Children Benefit More from Small Classes? Multivariate Instrumental Variable Estimators with Ignorable Missing Data
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Shin, Yongyun – Journal of Educational and Behavioral Statistics, 2012
Does reduced class size cause higher academic achievement for both Black and other students in reading, mathematics, listening, and word recognition skills? Do Black students benefit more than other students from reduced class size? Does the magnitude of the minority advantages vary significantly across schools? This article addresses the causal…
Descriptors: African American Students, Class Size, Recognition (Achievement), Causal Models
The Causal Effect of Class Size on Academic Achievement: Multivariate Instrumental Variable Estimators with Data Missing at Random
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Shin, Yongyun; Raudenbush, Stephen W. – Journal of Educational and Behavioral Statistics, 2011
This article addresses three questions: Does reduced class size cause higher academic achievement in reading, mathematics, listening, and word recognition skills? If it does, how large are these effects? Does the magnitude of such effects vary significantly across schools? The authors analyze data from Tennessee's Student/Teacher Achievement Ratio…
Descriptors: Small Classes, Correlation, Reading Achievement, Mathematics Achievement