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Ogawa, Miku – Journal of International and Comparative Education, 2021
This study aims to understand the role of private secondary schools in rural Kenya under the Free Secondary Education Policy. Data were collected from four private schools over two months in 2018 and 2019. All the schools had experienced instability due to low enrolment, particularly after the policy was implemented in 2018. The decline in the…
Descriptors: Foreign Countries, Private Schools, Secondary Schools, School Role
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Jackson, Erika; Page, Marianne E. – Economics of Education Review, 2013
Most evaluations of education policies focus on their mean impacts; when distributional effects are investigated it is usually by comparing mean impacts across demographic subgroups. We argue that such estimates may overlook important treatment effect heterogeneity; in order to appreciate the full extent of a policy's distributional impacts one…
Descriptors: Educational Change, Educational Policy, Small Classes, Academic Achievement
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Sohn, Kitae – School Effectiveness and School Improvement, 2016
Understanding the effects of class size reduction (CSR) has been an enduring issue in education. For the past 3 decades, Project STAR has stimulated research and policy discussions regarding the effects of CSR on a variety of outcomes. Schanzenbach (2007) reviewed STAR studies and concluded that small classes improved student academic outcomes.…
Descriptors: Class Size, Small Classes, Educational Policy, Outcomes of Education
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Chingos, Matthew M. – Journal of Policy Analysis and Management, 2013
Schools across the United States are facing budgetary pressures on a scale not seen in generations. Times of fiscal exigency force policymakers and education practitioners to pay more attention to the return on various categories of public investment in education. The sizes of the classes in which students are educated are often a focus of these…
Descriptors: Class Size, Budgeting, Educational Policy, Educational Finance
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Mascall, Blair; Leung, Joannie – Leadership and Policy in Schools, 2012
In a study of Ontario, Canada's province-wide Primary Class Size Reduction (PCS) Initiative, school districts' ability to direct and support schools was related to their experience with planning and monitoring, interest in innovation, and its human and fiscal resource base. Districts with greater "resource capacity" were able to…
Descriptors: Class Size, Foreign Countries, Educational Policy, Fiscal Capacity
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Januszka, Cynthia; Dixon-Krauss, Lisbeth – Childhood Education, 2008
A substantial amount of controversy surrounds the issue of class size in public schools. Parents and teachers are on one side, touting the benefits of smaller class sizes (e.g., increased academic achievement, greater student-teacher interaction, utilization of more innovative teaching strategies, and a decrease in discipline problems). On the…
Descriptors: Educational Policy, Small Classes, Literature Reviews, Discipline Problems
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Sims, David – Journal of Policy Analysis and Management, 2008
The California class size reduction program provided schools with cash rewards for K-3 classes of 20 or fewer students. I show how program rules made it possible for schools to save money by using mixed-grade classes to meet class size reduction obligations while maintaining larger average class sizes. I also show that this smoothing of students…
Descriptors: Class Size, Scores, Rewards, Teaching Experience
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Mitchell, Douglas E.; Mitchell, Ross E. – Peabody Journal of Education, 2003
Develops a political economy framework for mapping and interpreting the competing purposes of schooling by examining five paradoxes in national policy debates addressing class size in public elementary schools. The framework highlights answers to the question: What kind of an economic good is education? (education as a service industry, producer…
Descriptors: Class Size, Economic Factors, Educational Policy, Elementary Education
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Schrag, Peter – Brookings Papers on Education Policy, 2007
California was, and remains, the largest "experiment" in class-size reduction (CSR) in the country's history. Its sweeping program to reduce the state's classes in kindergarten through the third grade covered nearly 2 million students and dropped the average class size from almost twenty-nine students per class, and often a great many…
Descriptors: Class Size, At Risk Students, Educational Policy, Elementary Schools
Achilles, Charles M.; Price, William J. – School Business Affairs, 1999
From a cost-benefit viewpoint, investing school revenues in small K-3 classes has great potential for improving productivity. Statewide class reduction initiatives in Indiana, Tennessee, Texas, and Wisconsin have positively influenced student achievement, behavior, citizenship, and development. Districts cannot afford to ignore this mounting…
Descriptors: Cost Effectiveness, Educational Benefits, Educational Finance, Educational Policy
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Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – Educational Evaluation and Policy Analysis, 1999
Analyzed data from a five-year followup of students in Tennessee's Student/Teacher Achievement Ratio (STAR) project, a four-year large-scale randomized examination of the effects of class size on academic achievement. Results suggest that class-size benefits persist for at least five years and remain large enough to be important to educational…
Descriptors: Academic Achievement, Class Size, Educational Policy, Educational Research
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Odden, Allan – Educational Evaluation and Policy Analysis, 1990
Literature on the relation between class size and student achievement is reviewed, and policy alternatives are suggested. Class size reduction strategies, focusing on individual or small group tutoring, are proposed for primary and secondary instruction. Implementing these strategies requires ambitious staff development programs. (SLD)
Descriptors: Academic Achievement, Class Size, Classroom Environment, Educational Improvement
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Korostoff, Marilyn – Teacher Education Quarterly, 1999
Examined what actually transpires in California's reduced-size classrooms, using systematic classroom observations and teacher and student interviews at four elementary schools. Results indicated that, overall, teachers still used whole-class instruction (though they perceived they used varied instructional strategies). Most learning activities…
Descriptors: Class Size, Classroom Environment, Classroom Research, Educational Policy
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Hall, Kathy; Nuttall, Wendy – British Educational Research Journal, 1999
Investigates teachers' beliefs and attitudes on infant school classes in northern England. Reports on class size preferences and preferential treatment for some groups of children and teachers. Indicates that class size cannot be treated as unidimensional in its impact on the quality of teaching and learning. (CMK)
Descriptors: British Infant Schools, Class Size, Educational Policy, Educational Quality
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Brewer, Dominic J.; Krop, Cathy; Gill, Brian P.; Reichardt, Robert – Educational Evaluation and Policy Analysis, 1999
Estimates the operational costs of nationwide class-size-reduction programs under various policy alternatives, including the specified class size, flexibility in implementation, and whether the policy is targeted toward at-risk students. Depending on the options, estimated costs range from about $2 billion per year to over $11 billion per year.…
Descriptors: Class Size, Cost Effectiveness, Costs, Educational Finance
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