Journal
QUARTERLY JOURNAL OF ECONOMICS
Volume 115, Issue 4, Pages 1239-1285Publisher
M I T PRESS
DOI: 10.1162/003355300555060
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I identify the effects of class size on student achievement using longitudinal variation in the population associated with each grade in 649 elementary schools. I use variation in class size driven by idiosyncratic variation in the population. I also use discrete jumps in class size that occur when a small change in enrollment triggers a maximum or minimum class size rule. The estimates indicate that class size does not have a statistically significant effect on student achievement. I rule out even modest effects (2 to 4 percent of a standard deviation in scores for a 10 percent reduction in class size).
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