Publication Cover
School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 33, 2022 - Issue 3
2,089
Views
1
CrossRef citations to date
0
Altmetric
Articles

Are class size and teacher characteristics associated with cognitive outcomes in early grades?

ORCID Icon & ORCID Icon
Pages 333-359 | Received 20 Nov 2020, Accepted 14 Dec 2021, Published online: 13 Jan 2022

References

  • Akabayashi, H., & Nakamura, R. (2014). Can small class policy close the gap? An empirical analysis of class size effects in Japan. The Japanese Economic Review, 65(3), 253–281. https://doi.org/10.1111/jere.12017
  • Akerhielm, K. (1995). Does class size matter? Economics of Education Review, 14(3), 229–241. https://doi.org/10.1016/0272-7757(95)00004-4
  • Anderson, L. W. (2000). Why should reduced class size lead to increased student achievement? In M. C. Wang & J. D. Finn (Eds.), How small classes help teachers do their best (pp. 3–24). Temple University Center for Research in Human Development and Education.
  • Angrist, J. D., & Lavy, V. (1999). Using Maimonides’ rule to estimate the effect of class size on scholastic achievement. The Quarterly Journal of Economics, 114(2), 533–575. https://doi.org/10.1162/003355399556061
  • Asadullah, M. N. (2005). The effect of class size on student achievement: Evidence from Bangladesh. Applied Economics Letters, 12(4), 217–221. https://doi.org/10.1080/1350485042000323608
  • Betts, J. R., & Shkolnik, J. L. (1999). The behavioral effects of variations in class size: The case of math teachers. Educational Evaluation and Policy Analysis, 21(2), 193–213. https://doi.org/10.2307/1164300
  • Blatchford, P., Bassett, P., & Brown, P. (2011). Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to prior pupil attainment and primary vs. secondary schools. Learning and Instruction, 21(6), 715–730. https://doi.org/10.1016/j.learninstruc.2011.04.001
  • Blatchford, P., & Russell, A. (2019). New ways of thinking about research on class size: An international perspective. Introduction to the special section. International Journal of Educational Research, 96, 120–124. https://doi.org/10.1016/j.ijer.2018.09.011
  • Blatchford, P., & Russell, A. (2020). Rethinking class size: The complex story of impact on teaching and learning. UCL Press.
  • Bonesrønning, H. (2003). Class size effects on student achievement in Norway: Patterns and explanations. Southern Economic Journal, 69(4), 952–965. https://doi.org/10.1002/j.2325-8012.2003.tb00542.x
  • Bourke, S. (1986). How smaller is better: Some relationships between class size, teaching practices, and student achievement. American Educational Research Journal, 23(4), 558–571. https://doi.org/10.3102/00028312023004558
  • Braun, H. I. (2005). Using student progress to evaluate teachers: A primer on value-added models. ETS Policy Information Center.
  • Bressoux, P., Lima, L., & Monseur, C. (2019). Reducing the number of pupils in French first-grade classes: Is there evidence of contemporaneous and carryover effects? International Journal of Educational Research, 96, 136–145. https://doi.org/10.1016/j.ijer.2018.10.006
  • Brewer, D. J., Krop, C., Gill, B. P., & Reichardt, R. (1999). Estimating the cost of national class size reductions under different policy alternatives. Educational Evaluation and Policy Analysis, 21(2), 179–192. https://doi.org/10.3102/01623737021002179
  • Brophy, J. (1986). Teacher influences on student achievement. American Psychologist, 41(10), 1069–1077. https://doi.org/10.1037/0003-066X.41.10.1069
  • Brophy, J. (1988). Research linking teacher behavior to student achievement: Potential implications for instruction of Chapter 1 students. Educational Psychologist, 23(3), 235–286. https://doi.org/10.1207/s15326985ep2303_3
  • Brophy, J., & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328–375). Macmillan.
  • Browning, M., & Heinesen, E. (2007). Class size, teacher hours and educational attainment. The Scandinavian Journal of Economics, 109(2), 415–438. https://doi.org/10.1111/j.1467-9442.2007.00492.x
  • Chetty, R., Friedman, J. N., Hilger, N., Saez, E., Schanzenbach, D. W., & Yagan, D. (2011). How does your kindergarten classroom affect your earnings? Evidence from Project STAR. The Quarterly Journal of Economics, 126(4), 1593–1660. https://doi.org/10.1093/qje/qjr041
  • Cho, H., Glewwe, P., & Whitler, M. (2012). Do reductions in class size raise students’ test scores? Evidence from population variation in Minnesota’s elementary schools. Economics of Education Review, 31(3), 77–95. https://doi.org/10.1016/j.econedurev.2012.01.004
  • Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2010). Teacher credentials and student achievement in high school: A cross-subject analysis with student fixed effects. Journal of Human Resources, 45(3), 655–681. https://doi.org/10.3368/jhr.45.3.655
  • Ding, W., & Lehrer, S. (2010). Estimating treatment effects from contaminated multiperiod education experiments: The dynamic impacts of class size reductions. The Review of Economics and Statistics, 92(1), 31–42. https://doi.org/10.1162/rest.2009.11453
  • Evertson, C. M., & Randolph, C. H. (1989). Teaching practices and class size: A new look at an old issue. Peabody Journal of Education, 67(1), 85–105. https://doi.org/10.1080/01619569209538671
  • Finn, J. D., & Achilles, C. M. (1990). Answers and questions about class size: A statewide experiment. American Educational Research Journal, 27(3), 557–577. https://doi.org/10.3102/00028312027003557
  • Finn, J. D., & Shanahan, M. E. (2016). Does class size (still) matter? In P. Blatchford, K. W. Chan, M. Galton, K. C. Lai, & J. C.-K. Lee (Eds.), Class size: Eastern and Western perspectives (pp. 121–145). Routledge.
  • Fredriksson, P., Öckert, B., & Oosterbeek, H. (2013). Long-term effects of class size. The Quarterly Journal of Economics, 128(1), 249–285. https://doi.org/10.1093/qje/qjs048
  • Gary-Bobo, R. J., & Mahjoub, M.-B. (2013). Estimation of class-size effects, using “Maimonides’ rule” and other instruments: The case of French junior high schools. Annals of Economics and Statistics, 2013(111/112), 193–225. https://doi.org/10.2307/23646331
  • Gelman, A., & Hill, H. (2007). Data analysis using regression and multilevel/hierarchical models. Cambridge University Press.
  • Glass, G. V., & Smith, M. L. (1979). Meta-analysis of research on class size and achievement. Educational Evaluation and Policy Analysis, 1(1), 2–16. https://doi.org/10.3102/01623737001001002
  • Goldhaber, D. D., & Brewer, D. J. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis, 22(2), 129–145. https://doi.org/10.3102/01623737022002129
  • Good, T. L. (1979). Teacher effectiveness in the elementary school. Journal of Teacher Education, 30(2), 52–64. https://doi.org/10.1177/002248717903000220
  • Good, T. L., & Brophy, J. E. (1987). Looking in classrooms (4th ed.). Harper & Row.
  • Good, T. L., & Grouws, D. A. (1977). Teaching effects: A process-product study in fourth-grade mathematics classrooms. Journal of Teacher Education, 28(3), 49–54. https://doi.org/10.1177/002248717702800310
  • Greenwald, R., Hedges, L. V., & Laine, R. D. (1996). The effect of school resources on student achievement. Review of Educational Research, 66(3), 361–396. https://doi.org/10.3102/00346543066003361
  • Gunasekara, F. I., Richardson, K., Carter, K., & Blakely, T. (2014). Fixed effects analysis of repeated measures data. International Journal of Epidemiology, 43(1), 264–269. https://doi.org/10.1093/ije/dyt221
  • Han, J., & Ryu, K. (2017). Effects of class size reduction in upper grades: Evidence from Seoul, Korea. Economics of Education Review, 60, 68–85. https://doi.org/10.1016/j.econedurev.2017.07.004
  • Hattie, J. (2016). The right question in the debates about class size. Why is the (positive) effect so small? In P. Blatchford, K. W. Chan, M. Galton, K. C. Lai, & J. C.-K. Lee (Eds.), Class size: Eastern and Western perspectives (pp. 105–118). Routledge.
  • Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430–511. https://doi.org/10.1080/07370000802177235
  • Hojo, M. (2012). Determinants of academic performance in Japan. Japanese Economy, 39(3), 3–29. https://doi.org/10.2753/JES1097-203X390301
  • Hoxby, C. M. (2000). The effects of class size on student achievement: New evidence from population variation. The Quarterly Journal of Economics, 115(4), 1239–1285. https://doi.org/10.1162/003355300555060
  • Konstantopoulos, S., & Li, W. (2012). Are there additional benefits from being in small classes for more than one year? Educational Research and Evaluation, 18(7), 671–685. https://doi.org/10.1080/13803611.2012.718431
  • Konstantopoulos, S., & Shen, T. (2016). Class size effects on mathematics achievement in Cyprus: Evidence from TIMSS. Educational Research and Evaluation, 22(1–2), 86–109. https://doi.org/10.1080/13803611.2016.1193030
  • Konstantopoulos, S., & Sun, M. (2014). Are teacher effects larger in small classes? School Effectiveness and School Improvement, 25(3), 312–328. https://doi.org/10.1080/09243453.2013.808233
  • Krassel, K. F., & Heinesen, E. (2014). Class-size effects in secondary school. Education Economics, 22(4), 412–426. https://doi.org/10.1080/09645292.2014.902428
  • Krueger, A. B. (1999). Experimental estimates of education production functions. The Quarterly Journal of Economics, 114(2), 497–532. https://doi.org/10.1162/003355399556052
  • Krueger, A. B. (2003). Economic considerations and class size. The Economic Journal, 113(485), F34–F63. https://doi.org/10.1111/1468-0297.00098
  • Kyriakides, L. (2008). Testing the validity of the comprehensive model of educational effectiveness: A step towards the development of a dynamic model of effectiveness. School Effectiveness and School Improvement, 19(4), 429–446. https://doi.org/10.1080/09243450802535208
  • Lee, S. W. (2018). Pulling back the curtain: Revealing the cumulative importance of high-performing, highly qualified teachers on students’ educational outcome. Educational Evaluation and Policy Analysis, 40(3), 359–381. https://doi.org/10.3102/0162373718769379
  • Leuven, E., Oosterbeek, H., & Rønning, M. (2008). Quasi-experimental estimates of the effect of class size on achievement in Norway. The Scandinavian Journal of Economics, 110(4), 663–693. https://doi.org/10.1111/j.1467-9442.2008.00556.x
  • Li, W., & Konstantopoulos, S. (2016). Class size effects on fourth-grade mathematics achievement: Evidence from TIMSS 2011. Journal of Research on Educational Effectiveness, 9(4), 503–530. https://doi.org/10.1080/19345747.2015.1105893
  • Lindahl, M. (2005). Home versus school learning: A new approach to estimating the effect of class size on achievement. The Scandinavian Journal of Economics, 107(2), 375–394. https://doi.org/10.1111/j.1467-9442.2005.00413.x
  • Mosteller, F. (1995). The Tennessee study of class size in the early school grades. The Future of Children, 5(2), 113–127. https://doi.org/10.2307/1602360
  • Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art – Teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25(2), 231–256. https://doi.org/10.1080/09243453.2014.885451
  • Muijs, D., & Reynolds, D. (2003). Student background and teacher effects on achievement and attainment in mathematics. Educational Research and Evaluation, 9(3), 289–314. https://doi.org/10.1076/edre.9.3.289.15571
  • Murnane, R. J., & Phillips, B. R. (1981). What do effective teachers of inner-city children have in common? Social Science Research, 10(1), 83–100. https://doi.org/10.1016/0049-089X(81)90007-7
  • Nye, B., Hedges, L. V., & Konstantopoulos, S. (1999). The long-term effects of small classes: A five-year follow-up of the Tennessee class size experiment. Educational Evaluation and Policy Analysis, 21(2), 127–142. https://doi.org/10.3102/01623737021002127
  • Nye, B., Hedges, L. V., & Konstantopoulos, S. (2000). The effects of small classes on academic achievement: The results of the Tennessee class size experiment. American Educational Research Journal, 37(1), 123–151. https://doi.org/10.3102/00028312037001123
  • Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237–257. https://doi.org/10.3102/01623737026003237
  • Odden, A. (1990). Class size and student achievement: Research-based policy alternatives. Educational Evaluation and Policy Analysis, 12(2), 213–227. https://doi.org/10.3102/01623737012002213
  • Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119. https://doi.org/10.3102/0013189X09332374
  • Pong, S., & Pallas, A. (2001). Class size and eighth-grade math achievement in the United States and abroad. Educational Evaluation and Policy Analysis, 23(3), 251–273. https://doi.org/10.3102/01623737023003251
  • Rice, J. K. (1999). The impact of class size on instructional strategies and the use of time in high school mathematics and science courses. Educational Evaluation and Policy Analysis, 21(2), 215–229. https://doi.org/10.3102/01623737021002215
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458. https://doi.org/10.1111/j.1468-0262.2005.00584.x
  • Rubin, D. B., Stuart, E. A, & Zanutto, E. L. (2004). A potential outcomes view of value-added assessment in education. Journal of Educational and Behavioral Statistics, 29(1), 103–116. https://doi.org/10.3102/10769986029001103
  • Rumberger, R. W., & Larson, K. A. (1998). Student mobility and the increased risk of high school dropout. American Journal of Education, 107(1), 1–35. https://doi.org/10.1086/444201
  • Scheerens, J., & Bosker, R. J. (1997). The foundations of educational effectiveness. Pergamon.
  • Shen, T., & Konstantopoulos, S. (2017). Class size effects on reading achievement in Europe: Evidence from PIRLS. Studies in Educational Evaluation, 53, 98–114. https://doi.org/10.1016/j.stueduc.2017.04.001
  • Smith, M. L., & Glass, G. V. (1980). Meta-analysis of research on class size and its relationship to attitudes and instruction. American Educational Research Journal, 17(4), 419–433. https://doi.org/10.3102/00028312017004419
  • Sohn, K. (2016). A review of research on Project STAR and path ahead. School Effectiveness and School Improvement, 27(2), 116–134. https://doi.org/10.1080/09243453.2014.994643
  • Stasz, C., & Stecher, B. M. (2000). Teaching mathematics and language arts in reduced size and non-reduced size classrooms. Educational Evaluation and Policy Analysis, 22(4), 313–329. https://doi.org/10.3102/01623737022004313
  • Tourangeau, K., Nord, C., Lê, T., Wallner-Allen, K., Vaden-Kiernan, N., Blaker, L., & Najarian, M. (2018). Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011): User’s manual for the ECLS-K:2011 kindergarten–Fourth Grade data file and electronic codebook, public version (NCES 2018-032). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
  • Urquiola, M. (2006). Identifying class size effects in developing countries: Evidence from rural Bolivia. The Review of Economics and Statistics, 88(1), 171–177. https://doi.org/10.1162/rest.2006.88.1.171
  • Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89–122. https://doi.org/10.3102/00346543073001089
  • Willms, J. D., & Somer, M.-A. (2001). Family, classroom, and school effects on children’s educational outcomes in Latin America. School Effectiveness and School Improvement, 12(4), 409–445. https://doi.org/10.1076/sesi.12.4.409.3445
  • Wooldridge, J. M. (2010). Econometric analysis of cross section and panel data (2nd ed.). The MIT Press.
  • Wößmann, L. (2005). Educational production in Europe. Economic Policy, 20(43), 446–504. https://doi.org/10.1111/j.1468-0327.2005.00144.x
  • Wößmann, L., & West, M. (2006). Class-size effects in school systems around the world: Evidence from between-grade variation in TIMSS. European Economic Review, 50(3), 695–736. https://doi.org/10.1016/j.euroecorev.2004.11.005

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.