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Journal Article

The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results: Evidence from Project STAR

Alan B. Krueger and Diane M. Whitmore
The Economic Journal
Vol. 111, No. 468 (Jan., 2001), pp. 1-28
Published by: Wiley on behalf of the Royal Economic Society
Stable URL: http://www.jstor.org/stable/2667840
Page Count: 28
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results: Evidence from Project STAR
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Abstract

This paper provides a long-term follow-up analysis of students who participated in the Tennessee STAR experiment. In this experiment, students and their teachers were randomly assigned to small, regular-size, or regular-size classes with a teacher aide in the first four years of school. We analyse the effect of past attendance in small classes on student test scores and whether they took the ACT or SAT college entrance exam. Attending a small class in the early grades is associated with an increased likelihood of taking a college-entrance exam, especially among minority students, and somewhat higher test scores.

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