Classmates' effects on black student achievement in public school classrooms

Link, Charles R.; Mulligan, James G.

doi:10.1016/0272-7757(91)90020-p

Cited by 31 publications

(25 citation statements)

References 14 publications

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“…A good case could be made, for example, that more estimates should have been extracted from Summers and Wolfe (1977), and fewer from Mulligan (1986 and1991). Weighting studies equally lessens the impact of researcher discretion in selecting estimates.…”

Section: Alternatively Weighted Tabulationsmentioning

confidence: 99%

“…Moreover, because the estimates in Link and Mulligan (1986) is based on a small subset of the data in Link and Mulligan (1991), the additional estimates add little independent information.…”

mentioning

confidence: 99%

“…Two studies by Link and Mulligan (1986;1991) each contributed 24 estimates --or 17% of all estimates. Both papers estimated separate models for math and reading scores by grade level (3rd, 4th, 5th or 6th) and by race (black, white, or Hispanic), yielding 2 x 4 x 3 = 24 estimates apiece.…”

mentioning

confidence: 99%

“…Both papers estimated separate models for math and reading scores by grade level (3rd, 4th, 5th or 6th) and by race (black, white, or Hispanic), yielding 2 x 4 x 3 = 24 estimates apiece. One of these papers, Link and Mulligan (1986), addressed the merits of a longer school day, using an 8-percent subsample of the data set used in Link and Mulligan (1991). In their 1986 paper, the interaction between class size and peer ability levels was included as a control variable, without a class-size main effect.…”

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confidence: 99%

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Economic Considerations and Class Size

Krueger

2002

178

173

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This paper examines evidence on the effect of class size on student achievement. First, it is shown that results of quantitative summaries of the literature, such as Hanushek (1997), depend critically on whether studies are accorded equal weight. Hanushek summarizes 277 estimates extracted from 59 published studies, and weights all estimates equally, which implicitly places more weight on some studies than others. A small number of studies, which often present estimates for several small subsamples of a larger sample, account for more than half of the estimates. Studies from which relatively many estimates were extracted tend to find negative effects of school resources, whereas the majority of studies from which relatively few estimates were extracted tend to find positive effects. When all studies in Hanushek's literature summary are given equal weight, resources are systematically related to student achievement. In addition, when studies are assigned weights in proportion to the "impact factor" of the journal in which they were published --a crude measure of journal quality --class size is systematically related to achievement. When studies are given weights in proportion to their number of estimates, however, resources and achievement are not systematically related. It is argued that assigning equal weights to studies, or weights according to quality, is preferable to assigning weights according to the number of estimates extracted from the studies, because study quality is unlikely to be related to the number of estimates taken from the study, and because researcher discretion in selecting estimates is limited when studies are assigned equal weight. Second, a cost-benefit analysis of class size reduction is performed. Results of the Tennessee STAR class-size experiment suggest that the internal rate of return from reducing class size from 22 to 15 students is around 6%.

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Section: Alternatively Weighted Tabulationsmentioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Economic Considerations and Class Size

Krueger

2002

178

173

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“…Neidell and Waldfogel (2010) find that the unruly behavior of children with limited self-control or discipline has a bad influence 9 on their peers. Other studies investigate how educational outcomes are affected by peer groups defined by race (Link and Mulligan, 1991), parents' education level (McEwan, 2003), social proximity (Foster, 2006), and ability or achievement (Arnott and Rowse, 1987;Lefgren, 2004;Eisenkopf, 2010).…”

Section: B Explaining the Math Gender Gapmentioning

confidence: 99%

Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland

Eisenkopf

Hessami

Fischbacher

et al. 2015

Journal of Economic Behavior & Organization

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