The Causal Effect of Class Size on Academic Achievement

2011 ◽  
Vol 36 (2) ◽  
pp. 154-185 ◽  
Author(s):  
Yongyun Shin ◽  
Stephen W. Raudenbush
Keyword(s):  
Academic Achievement ◽  
Class Size ◽  
Causal Effect

scholarly journals Investigating the Effects of Interactive E-Book towards Academic Achievement

2020 ◽  
Vol 16 (3) ◽  
pp. 78
Author(s):  
Bibiana Chiu Yiong Lim ◽  
Llewellyn Wee Ling Liu ◽  
Choo Chian Hou
Keyword(s):  
Academic Achievement ◽  
Experimental Approach ◽  
Causal Effect ◽  
Experimental Results ◽  
Instructional Materials ◽  
Introductory Statistics ◽  
Rapid Acquisition ◽  
Body Of Knowledge ◽  
Printed Books ◽  
Book Publishers

Universities are trending towards electronic books (e-books) as instructional materials, displacing traditional printed books. The rapid acquisition of e-books has changed the way information is presented and one of the improvements is to make e-books interactive. However, there is an incomplete body of knowledge on how interactive e-books affect students, particularly in the learning of statistics. This paper aims to examine the effects of interactive e-books on academic achievement. This paper adopted an experimental approach to test the causal effect of two types of e-books, namely Traditional E-book (TE) and Interactive E-book (IE) on a sample of undergraduates enrolled in an introductory statistics unit. The experimental results indicated that students who learn statistics through IE produced higher scores in academic achievement than students who learn through TE. The findings of the study first extend the existing theory by showing that TE and IE can account for the variations in academic achievement. The study implied that e-books should not be static and e-book publishers and educators can choose to design their e-books using interactive formats with animation components depending on available resources. The study offers new insights on how academic achievement of students can be better managed through the design of e-book types.

scholarly journals Experimental Estimates of the Student Attendance Production Function

2021 ◽  
pp. 016237372098446
Author(s):  
Long Tran ◽  
Seth Gershenson
Keyword(s):  
Production Function ◽  
Class Size ◽  
Causal Effect ◽  
Teacher Qualifications ◽  
Student Attendance ◽  
Education Production ◽  
Mediation Analyses ◽  
Percentage Points ◽  
Improve Student Achievement ◽  
Intermediate Output

Student attendance is both a critical input and intermediate output of the education production function. However, the malleable classroom-level determinants of student attendance are poorly understood. We estimate the causal effect of class size, class composition, and observable teacher qualifications on student attendance by leveraging the random classroom assignments made by Tennessee’s Student/Teacher Achievement Ratio (STAR) Project class size experiment. A 10-student increase in class size increases the probability of being chronically absent by about 3 percentage points (21%). For Black students, random assignment to a Black teacher reduces the probability of chronic absence by 3.1 percentage points (26%). However, naive mediation analyses suggest that attendance is not a mechanism through which class size and same-race teachers improve student achievement.

Effects of Four-Day School Weeks on School Finance and Achievement: Evidence from Oklahoma

2020 ◽  
Author(s):  
Emily Morton
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
School Finance ◽  
Causal Effect ◽  
The United States ◽  
Day School ◽  
Detectable Effect ◽  
Food Services ◽  
Difference In Differences ◽  
Operations And Maintenance

Motivated by potential financial savings, four-day school weeks have proliferated across the United States in recent years, reaching public schools in 25 states as of 2018. The consequences of the four-day school week for students, schools, and communities are largely unknown. This paper uses district-level panel data from Oklahoma and a difference-in-differences research design to examine the causal effect of the four-day schedule on school district finance and academic achievement. Results indicate that four-day weeks decrease districts’ federal revenues and their non-instructional and support services expenditures. Decreases are concentrated specifically in operations and maintenance, food services, and transportation expenditures and amount to approximately 2.03% of the average four-day district’s budget. I find no detectable effect of the four-day week on academic achievement.

Recurrent Pain and Academic Achievement in School-Aged Children: A Systematic Review

2019 ◽  
Vol 36 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Susanne Ragnarsson ◽  
Anna Myleus ◽  
Anna-Karin Hurtig ◽  
Gunnar Sjöberg ◽  
Per-Åke Rosvall ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Causal Effect ◽  
Data Extraction ◽  
Recurrent Pain ◽  
School Aged Children ◽  
Study Selection ◽  
Evidence Quality ◽  
School Failures ◽  
Quality Assessments

Recurrent pain and school failures are common problems in children visiting the school nurses office. The overall aim of the current study was to investigate the relationship between recurrent pain and academic achievement in school-aged children. Literature was searched in seven electronic databases and in relevant bibliographies. Study selection, data extraction, and study and evidence quality assessments were performed systematically with standardized tools. Twenty-one studies met the inclusion criteria and 13 verified an association between recurrent pain (headache, stomachache, and musculoskeletal pain) and negative academic achievement. Two longitudinal studies indicated a likely causal effect of pain on academic achievement. All studies had substantial methodological drawbacks and the overall quality of the evidence for the identified associations was low. Thus, children’s lack of success in school may be partly attributed to recurrent pain problems. However, more high-quality studies are needed, including on the direction of the association and its moderators and mediators.

An investigation of the effect of class size on student academic achievement

2005 ◽  
Vol 13 (1) ◽  
pp. 73-83 ◽  
Author(s):  
MELVIN V. BORLAND ◽  
ROY M. HOWSEN ◽  
MICHELLE W. TRAWICK
Keyword(s):  
Academic Achievement ◽  
Class Size ◽  
Student Academic Achievement

scholarly journals A's from Zzzz's? The Causal Effect of School Start Time on the Academic Achievement of Adolescents

2011 ◽  
Vol 3 (3) ◽  
pp. 62-81 ◽  
Author(s):  
Scott E Carrell ◽  
Teny Maghakian ◽  
James E West
Keyword(s):  
Academic Achievement ◽  
Causal Effect ◽  
Air Force Academy ◽  
Start Time ◽  
Daily Schedule ◽  
Us Air Force ◽  
Early School ◽  
The Us ◽  
School Day ◽  
School Start Times

Recent sleep research finds that many adolescents are sleep-deprived because of both early school start times and changing sleep patterns during the teen years. This study identifies the causal effect of school start time on academic achievement by using two policy changes in the daily schedule at the US Air Force Academy along with the randomized placement of freshman students to courses and instructors. Results show that starting the school day 50 minutes later has a significant positive effect on student achievement, which is roughly equivalent to raising teacher quality by one standard deviation. (JEL I23, J13)

scholarly journals Effects of Class Size on Academic Achievement and Emotional and Behavioral Problems:

2017 ◽  
Vol 65 (4) ◽  
pp. 451-465 ◽  
Author(s):  
HIROYUKI ITO ◽  
MEGUMI HAMADA ◽  
YASUO MURAYAMA ◽  
NOBUYA TAKAYANAGI ◽  
KAZUYO NOMURA ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Behavioral Problems ◽  
Class Size ◽  
Emotional And Behavioral Problems
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