How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star
DSpace/Manakin Repository
How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star
| Title: | How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star |
| Author: |
Chetty, Raj; Friedman, John Norton; Hilger, Nathanial; Saez, Emmanuel; Schanzenbach, Dianne Whitmore; Yagan, Danny
Note: Order does not necessarily reflect citation order of authors. |
| Citation: | Chetty, Raj, John N. Friedman, Nathaniel Hilger, Emmanuel Saez, Diane Whitmore Schanzenbach, and Danny Yagan. 2011. How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star. Quarterly Journal of Economics 126(4): 1593-1660. |
| Full Text & Related Files: |
w16381_2.pdf (495.5Kb; PDF) 
|
| Abstract: | In Project STAR, 11,571 students in Tennessee and their teachers were randomly assigned to classrooms within their schools from kindergarten to third grade. This article evaluates the long-term impacts of STAR by linking the experimental data to administrative records. We first demonstrate that kindergarten test scores are highly correlated with outcomes such as earnings at age 27, college attendance, home ownership, and retirement savings. We then document four sets of experimental impacts. First, students in small classes are significantly more likely to attend college and exhibit improvements on other outcomes. Class size does not have a significant effect on earnings at age 27, but this effect is imprecisely estimated. Second, students who had a more experienced teacher in kindergarten have higher earnings. Third, an analysis of variance reveals significant classroom effects on earnings. Students who were randomly assigned to higher quality classrooms in grades K–3—as measured by classmates' end-of-class test scores—have higher earnings, college attendance rates, and other outcomes. Finally, the effects of class quality fade out on test scores in later grades, but gains in noncognitive measures persist. |
| Published Version: | http://dx.doi.org/10.1093/qje/qjr041 |
| Other Sources: | http://www.nber.org/papers/w16381.pdf |
| Terms of Use: | This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP |
| Citable link to this page: | http://nrs.harvard.edu/urn-3:HUL.InstRepos:9639983 |
This item appears in the following Collection(s)
-
HKS Faculty Scholarship [269]
Contact administrator regarding this item (to report mistakes or request changes)
