In the 19805, Tennessee conducted an experiment in which kindergarten students were randomly assigned to "regular" and "small" classes, and given standardized tests at the end of the year. (Regular classes contained approximately 24 students, and small classes contained approximately 15 students.) Suppose that, in the population, the standardized tests have a mean score of 860 points and a standard deviation of 70 points. Let SmallC/ass denote a binary variable equal to 1 if the student is assigned to a small class and equal to 0 othenNise. A regression of TestScore on SmaIICIass yields A TestScore = 853.7 + 13.8 X Smell/Class, R2 = 0.02, SER = 69.4. (1.6) (2.5) Do small classes improve test scores? By how much? Is the effect large? The estimated gain from being in a small class is points, ':|. (Round your response to one decimal place.) an insignificant increase a signicant increase a moderate increase The null and alternative hypotheses are: Ho: :31 = 0 versus H1: [3'1 :0. The t-statistic lor testing the null hypothesis that small classes do not improve test scores is [: (Round your response to two decimal places.) The p-value for testing the null hypothesis that small classes do not improve test scores is D (Round your response to four decimal places.)