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Making the grade: the impact of classroom behavior on academic achievement (2013).
| Content Provider | CiteSeerX |
|---|---|
| Author | Cortes, Kalena E. Moussa, Wael S. Weinstein, Jeffrey M. |
| Abstract | Our paper uses detailed administrative data from Chicago Public Schools and exogenous variation on course scheduling to investigate an underlying mechanism by which class size affects student performance: the behavioral composition of a classroom. Our results highlight the importance of classroom composition as a determinant of student achievement. An additional non-disruptive student in attendance on a given school day increases the probability of passing English I and Algebra I, with larger effects in remedial versus regular classes. For regular English I courses, we also estimate a positive relationship between the number of non-disruptive students in attendance and reading test scores. |
| File Format | |
| Publisher Date | 2013-01-01 |
| Access Restriction | Open |
| Subject Keyword | Impact Classroom Behavior Academic Achievement Detailed Administrative Data Class Size Affect Student Performance Behavioral Composition Student Achievement Positive Relationship Classroom Composition Regular English Remedial Versus Regular Class School Day Chicago Public School Non-disruptive Student Additional Non-disruptive Student Exogenous Variation Test Score Underlying Mechanism |
| Content Type | Text |
