No cohort left behind?

详细信息	查看全文 | 推荐本文 |

• 作者：Philip Babcock^a ; ^b ; ^{babcock@econ.ucsb.edu} ; Kelly Bedard^a ; ^{kelly@econ.ucsb.edu} ; Jennifer Schulte^c ; ^{schulte@econ.ucsb.edu}
• 关键词：Education ; Class size ; School size ; Human capital
• 刊名：Journal of Urban Economics
• 出版年：2012
• 期刊代码：75_00941190
• 类别：eco
• 出版时间：May, 2012
• 卷：71
• 期：3
• 页码：347-354
• 文件大小：174 K

摘要

Much of the debate over the allocation of education resources focuses on the alleged benefits of smallness鈥攐f classroom or school鈥攁nd is based on evidence from small-scale studies. This paper reframes the question in terms of cohort size. Using national data, we find that a 10%increase in kindergarten enrollment yields a 0.5%increase in cohort shrinkage across early grade transitions, which implies that larger cohorts feature higher rates of retention. Consistent with previous work on class and school size in more restricted settings, this cohort-tracking exercise provides robust evidence at the national level that smallness confers benefits.