Smail Layes, Kheira Lazar, Soulef Mecheri
Do learning disabilities in reading, spelling and numeracy have common underlying factors? Evidence from Arabic-speaking children sample
Applied neuropsychology. Child
project star 11571 students tennessee teachers randomly assigned classrooms within schools kindergarten third grade article evaluates longterm impacts star linking experimental data administrative records first demonstrate kindergarten test scores highly correlated outcomes earnings age 27 college attendance home ownership retirement savings document four sets experimental impacts first students small classes significantly likely attend college exhibit improvements outcomes class size significant effect earnings age 27 effect imprecisely estimated second students experienced teacher kindergarten higher earnings third analysis variance reveals significant classroom effects earnings students randomly assigned higher quality classrooms grades k3as measured classmates endofclass test scoreshave higher earnings college attendance rates outcomes finally effects class quality fade test scores later grades gains noncognitive measures persist