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The Causal Effect of Class Size on Academic Achievement: Multivariate Instrumental Variable Estimators with Data Missing at Random
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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
Making Summer Count: How Summer Programs Can Boost Children's Learning. Monograph
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Sloan McCombs, Jennifer; Augustine, Catherine H.; Schwartz, Heather L.; Bodilly, Susan J.; McInnis, Brian; Lichter, Dahlia S.; Brown Cross, Amanda – RAND Corporation, 2011
Despite long-term and ongoing efforts to close the achievement gap between disadvantaged and advantaged students, low-income students continue to perform at considerably lower levels than their higher-income peers in reading and mathematics. Research has shown that students' skills and knowledge often deteriorate during the summer months, with…
Descriptors: Achievement Gap, Summer Programs, Student Participation, Program Effectiveness
Small Classes in the Early Grades, Academic Achievement, and Graduating From High School
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Finn, Jeremy D.; Gerber, Susan B.; Boyd-Zaharias, Jayne – Journal of Educational Psychology, 2005
This investigation addressed 3 questions about the long-term effects of early school experiences: (a) Is participation in small classes in the early grades (K-3) related to high school graduation? (b) Is academic achievement in K-3 related to high school graduation? (c) If class size is related to graduation, is the relationship explained by the…
Descriptors: High Schools, Graduation, Class Size, Academic Achievement
Effects of Class Size and Length of Day on Kindergartners' Academic Achievement: Findings from Early Childhood Longitudinal Study
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Yan, Wenfan; Lin, Qiuyun – Early Education and Development, 2005
The study explored the effects of two kindergarten program organization factors--length of school day and class size--on kindergartners' reading, math and general knowledge achievement at the end of the kindergarten year. Two waves of data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) with an…
Descriptors: Young Children, Minority Group Children, Class Size, Kindergarten
Which Is the Best Kindergarten?
Nelson, Regena Fails – Principal, 2000
Examines four types of kindergarten programs (developmental, multiage, full-day, and lower class size) to determine which best accommodates developmental differences while enhancing youngsters' readiness for formal schooling. Low-income, urban areas should implement full-day kindergarten programs and smaller classes in first through third grades.…
Descriptors: Developmental Programs, Developmentally Appropriate Practices, Diversity (Student), Full Day Half Day Schedules
Student Engagement and the Use of Volunteer Teachers in Alternative Urban Middle Schools
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Fenzel, L. Mickey; Flippen, Gerivonni M. – Online Submission, 2006
The use of recent college graduates as volunteer teachers has increased in recent years with the growth of the Teach for America program and alternative middle schools for at-risk children from low income homes. Very few studies to date have investigated the effects of the use of such teachers on student learning and engagement in school. The…
Descriptors: Volunteers, College Graduates, Low Income Groups, Middle School Students