Journal
ECONOMIC JOURNAL
Volume 111, Issue 468, Pages 1-28Publisher
OXFORD UNIV PRESS
DOI: 10.1111/1468-0297.00586
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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) ears 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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