.png){kind=icon}
Return
How Consistent Are Class Size Effects?
.png){kind=icon}
OA
AI
DOI：10.1177/0193841X11399847.png)
.png){kind=icon}
.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
Thus far researchers have focused on computing average differences in student achievement between smaller and larger classes. In this study, the author focus on the distribution of the small class effects at the school level and compute the inconsistency of the small class effects across schools. The author use data from Project STAR to estimate small class effects for each school on mathematics and reading scores from kindergarten through third grade. Then, all school estimates were combined to calculate an overall weighted average. The results revealed that a large proportion of the school-specific small class effects are positive, while a smaller proportion of the estimates are negative. Although students benefit considerably from being in small classes in many schools, in other schools being in small classes is either not beneficial or is a disadvantage. Small class effects were inconsistent and varied significantly across schools in all grades indicating a small class by school interaction.
Keywords:
class size
student achievement
treatment effect
variability
AI Summary
Key information extracted from the uploaded paper, including a brief overview, abstract, background, key highlights, visual analysis, and future outlook.
Journal
IF:
3.7
Papers:
1.4K
Citations:
1.4K
Organization
No organization information available
Cited Papers
ShareSave
How many novel eukaryotic 'kingdoms'? Pitfalls and limitations of environmental DNA surveys.png)
BMC BiologyOAAI
BMC BiologyIF0
OAAIShareSaveShareSaveComputing power of tests of the variance of treatment effects in designs with two levels of nesting
PREAI
ShareSaveStatistical models for causation - What inferential leverage do they provide?EVALUATION REVIEW
EVALUATION REVIEWIF3.7
PREAI
ShareSave
View more