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作者

来源

来源 JOURNAL OF URBAN ECONOMICS,Vol.72,P.347-354

语言

英文

关键字

Education;Class size;School size;Human capital;C2;I2;J1

作者单位

University of California, Santa Barbara, United States"}]},{"#name":"affiliation","$":{"id":"aff2;National Bureau of Economic Research, United States"}]},{"#name":"affiliation","$":{"id":"aff3;CNA Corporation, United States"}]},{"#name":"correspondence","$":{"id":"cor1;University of California, Santa Barbara, United States"}]},"aff2":{"#name":"affiliation","$":{"id":"aff2;National Bureau of Economic Research, United States"}]},"aff3":{"#name":"affiliation","$":{"id":"aff3;CNA Corporation, United States"}]}},"correspondences":{"cor1":{"#name":"correspondence","$":{"id":"cor1

摘要

Much of the debate over the allocation of education resources focuses on the alleged benefits of smallness—of classroom or school—and 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.