Class size, class composition, and the distribution of student achievement

2011 ◽  
Vol 22 (2) ◽  
pp. 141-165 ◽  
Author(s):  
Ryan Bosworth
Keyword(s):  
Student Achievement ◽  
Class Size ◽  
Size Class ◽  
Class Composition

Class Size and Student Achievement: Research-Based Policy Alternatives

1990 ◽  
Vol 12 (2) ◽  
pp. 213-227 ◽  
Author(s):  
Allan Odden
Keyword(s):  
Student Achievement ◽  
Class Size ◽  
Policy Issue ◽  
Policy Implications ◽  
Policy Recommendations ◽  
Policy Alternatives ◽  
Short Summary ◽  
Time Class ◽  
Flows Over Time ◽  
Over Time

This article is about policy related to class size and student achievement. Class size is an ongoing education policy issue that ebbs and flows over time. Class size reductions have been proposed recently in many states and enacted in a few. This article reviews the literature on class size and student achievement and suggests policy alternatives. It has four sections: First, some introductory comments are made to set subsequent comments about class size policy into a broader context; second, the research on class size and student achievement is presented; third, the policy implications of this research are developed; fourth, a short summary of policy recommendations is provided.

Delving Deeper: Sizing Up Class Size: A Deeper Classroom Investigation of Central Tendency

2009 ◽  
Vol 103 (5) ◽  
pp. 376-380
Author(s):  
Lawrence M. Lesser
Keyword(s):  
High School ◽  
Student Achievement ◽  
Secondary Students ◽  
Class Size ◽  
Central Tendency ◽  
Policy Makers ◽  
Grade Levels ◽  
High School Juniors ◽  
The Impact ◽  
Measures Of Center

Being able to select, use, and interpret measures of center is expected of all secondary students (NCTM 2000, 2006). Discussing average class size can be a motivational vehicle for exploring this topic because students (and teachers) at all grade levels notice when they have significantly bigger classes and high school juniors and seniors see average class size touted in the publicity brochures they receive from colleges. Also, educators, administrators, policy makers, and parents are concerned about the impact class size may have on student achievement and equity (e.g., Finn, Gerber, and Boyd-Zaharias 2005; Nye, Hedges, and Konstantopoulos 2004; Pong and Pallas 2001). Finally, using situations that readily yield results that students initially find counterintuitive can be motivating (Lesser 1998).

Class Size Reduction and Student Achievement

2009 ◽  
Vol 44 (1) ◽  
pp. 223-250 ◽  
Author(s):  
Christopher Jepsen ◽  
Steven Rivkin
Keyword(s):  
Student Achievement ◽  
Class Size ◽  
Class Size Reduction ◽  
Size Reduction

scholarly journals Class size effects on student achievement: heterogeneity across abilities and fields

2013 ◽  
Vol 21 (2) ◽  
pp. 135-153 ◽  
Author(s):  
Maria De Paola ◽  
Michela Ponzo ◽  
Vincenzo Scoppa
Keyword(s):  
Student Achievement ◽  
Size Effects ◽  
Class Size
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