School Reform in the 21st Century: The Effect of Class Size and School Vouchers on African-American and Hispanic Students

Industrial Relations Section Working Paper No. 440

41 Pages Posted: 30 Jun 2000

See all articles by Cecilia E. Rouse

Cecilia E. Rouse

Princeton University - Industrial Relations Section; National Bureau of Economic Research (NBER)

Date Written: June 2000

Abstract

Many argue schools that serve inner-city and rural children are in "crisis." This paper reviews the best available evidence on the effects of class size and school vouchers. Results from the Tennessee STAR experiment suggest smaller class sizes improve achievement, particularly for inner-city and minority children; results from the New York City voucher experiment and the Milwaukee Parental Choice program suggest there may be small achievement gains in mathematics for the African-American and Hispanic children who use vouchers. Although the reason of the achievement gains is unknown, one candidate is the smaller class sizes in the private schools.

Keywords: class size, school vouchers, student achievement, African-American, Hispanic

JEL Classification: J2

Suggested Citation

Rouse, Cecilia E., School Reform in the 21st Century: The Effect of Class Size and School Vouchers on African-American and Hispanic Students (June 2000). Industrial Relations Section Working Paper No. 440. Available at SSRN: https://ssrn.com/abstract=234788 or http://dx.doi.org/10.2139/ssrn.234788

Cecilia E. Rouse (Contact Author)

Princeton University - Industrial Relations Section ( email )

Princeton, NJ 08544-2098
United States
609-258-4042 (Phone)
609-258-2907 (Fax)

National Bureau of Economic Research (NBER)

1050 Massachusetts Avenue
Cambridge, MA 02138
United States

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