Events

This paper presents experimental estimates of the production function of math and language achievement from kindergarten through fourth grade, where inputs are classroom quality in the current and previous grades. We use data from a large cohort of elementary school students in Ecuador, who are randomly assigned to different classrooms in each grade. We find that the current and future impacts of kindergarten classroom quality are larger than the impacts of classroom quality in any other grade. We also find that learning is a linear function of the sum of classroom quality experienced up to a grade. There is no evidence of dynamic interactions between classroom quality in different grades.