NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
District Resource Capacity and the Effects of Educational Policy: The Case of Primary Class Size Reduction in Ontario
Peer reviewed Peer reviewed
Direct linkDirect link
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
The Causal Effect of Class Size on Academic Achievement: Multivariate Instrumental Variable Estimators with Data Missing at Random
Peer reviewed Peer reviewed
Direct linkDirect link
Shin, Yongyun; Raudenbush, Stephen W. – Journal of Educational and Behavioral Statistics, 2011
This article addresses three questions: Does reduced class size cause higher academic achievement in reading, mathematics, listening, and word recognition skills? If it does, how large are these effects? Does the magnitude of such effects vary significantly across schools? The authors analyze data from Tennessee's Student/Teacher Achievement Ratio…
Descriptors: Small Classes, Correlation, Reading Achievement, Mathematics Achievement
Review of "The Impact of a Universal Class-Size Reduction Policy: Evidence from Florida's Statewide Mandate"
PDF on ERIC Download full text
Finn, Jeremy D. – Education and the Public Interest Center, 2010
In 2002, voters in Florida approved a constitutional amendment limiting class sizes in public schools to 18 students in the elementary grades, 22 students in middle grades, and 25 in high school grades. Analyzing statewide achievement data for school districts from 2004-2006 and for schools in 2007, this study purports to find that "mandated…
Descriptors: Class Size, Small Classes, Program Effectiveness, Educational Policy
Class Size: A Battle between Accountability and Quality Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
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
Policy from the Hip: Class-Size Reduction in California
Peer reviewed Peer reviewed
Direct linkDirect link
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
Are Class Size Differences Related to Pupils' Educational Progress and Classroom Processes? Findings from the Institute of Education Class Size Study of Children Aged 5-7 Years
Peer reviewed Peer reviewed
Direct linkDirect link
Blatchford, Peter; Bassett, Paul; Goldstein, Harvey; Martin, Clare – British Educational Research Journal, 2003
Despite evidence from the USA that children in small classes of less than 20 do better academically there is still a vociferous debate about the effects of class size differences in schools, and considerable gaps in our understanding of the effects of class size differences. This article summarises results from the most complete UK analysis to…
Descriptors: Small Classes, Observation, Time Management, Academic Achievement