Experimental Estimates of the Impacts of Class Size on Test Scores: Robustness and Heterogeneity

Proponents of class size reductions draw heavily on the results from Project STAR to support their initiatives. Adding to the political appeal of these initia-tive are reports that minority and economically disadvantaged students received the largest benefits from smaller classes. We extend this research in two direc-tions. First, to address correlated outcomes from the same class size treatment, we account for the over-rejection of the Null hypotheses by using multiple in-ference procedures. Second, we conduct a more detailed examination of the heterogeneous impacts of class size reductions on measures of cognitive and non-cognitive achievement using more flexible models. We find that students with higher test scores received greater benefits from class size reductions. Further-more, we present evidence that the main effects of the small class treatment are robust to corrections for the multiple hypotheses being tested. However, these same corrections lead the differential impacts of smaller classes by race and free-lunch status to become statistically insignificant