How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star
How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star
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DOI：
10.1093/qje/qjr041
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发表时间：
2011-11-01
影响因子：
13.7
通讯作者：
Yagan, Danny
中科院分区：
文献类型：
--
作者：
Chetty, Raj;Friedman, John N.;Yagan, Danny
在STAR项目中，田纳西州的11571名学生和他们的老师被随机分配到他们学校的教室里，从幼儿园到三年级。本文通过将实验数据与行政记录联系起来，评估了STAR的长期影响。我们首先证明，幼儿园考试成绩与27岁时的收入、大学出勤率、住房拥有率和退休储蓄等结果高度相关。然后，我们记录了四组实验影响。首先，小班的学生更有可能上大学，并在其他方面表现出进步。班级规模对27岁时的收入没有显著影响，但这种影响的估计并不准确。其次，在幼儿园有更有经验的老师的学生收入更高。第三，方差分析显示课堂对收入有显著影响。那些被随机分配到K-3年级更高质量教室的学生--以同学的课后测试分数衡量--有更高的收入、大学出勤率和其他结果。最后，班级质量对高年级考试成绩的影响逐渐消失，但非认知测试的成果依然存在。
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.