very nice. i'd add a sentence with a substantive conclusion. you're
focused on their specific claims, but conclude if you can or if you're
confident of by saying that a completly analysis of the star experiment
indicates... [something substnative].. i.e., ultimately its not only
where the effects are but what the recommendations are to school
districts, etc.
Gary
On Thu, 3 May 2007, Matt Chingos wrote:
Title: Heterogenous Treatments and Noncompliance in a
Randomized
Class-Size Experiment
Abstract: Using data from the Tennessee STAR experiment, Krueger and
Whitmore (2001) find that students randomly assigned to small classes in
the early grades are more likely to take a college entrance exam. STAR
was actually a series of four randomized experiments (corresponding to
the four points in time at which students entered a participating
school), so we estimate treatment effects separately for each entry
wave. We demonstrate that the estimated effect of attending a small
class on the probability of taking a college entrance exam is
essentially zero among students who entered the experiment in
Kindergarten (and comprise more than half of all students in the STAR
data). There is suggestive evidence that the effect is larger for black
students. These findings hold when we restrict our analysis to students
who complied with their assigned treatment (i.e., attended a small or
regular-size class for four consecutive years). Treatment effects across
the later three treatment waves vary widely (in no discernible pattern)
and are too imprecisely estimated to allow for meaningful interpretation.
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