Class Size Effects on Fourth-Grade Mathematics Achievement: Evidence from TIMSS 2011

Autor/inn/en	Li, Wei; Konstantopoulos, Spyros
Titel	Class Size Effects on Fourth-Grade Mathematics Achievement: Evidence from TIMSS 2011
Quelle	In: Journal of Research on Educational Effectiveness, 9 (2016) 4, S.503-530 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2015.1105893
Schlagwörter	Class Size; Grade 4; Mathematics Achievement; Evidence; Achievement Tests; Elementary Secondary Education; International Assessment; Foreign Countries; Mathematics Tests; Science Achievement; Science Tests; Quasiexperimental Design; Multiple Regression Analysis; Statistical Inference; Comparative Education; Small Classes; Correlation; Least Squares Statistics; Austria; Croatia; Czech Republic; Denmark; Germany; Hungary; Italy; Lithuania; Malta; Portugal; Romania; Slovakia; Slovenia; Spain; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Klassengröße; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Evidenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Inferential statistics; Schließende Statistik; Vergleichende Erziehungswissenschaft; Korrelation; Österreich; Kroatien; Tschechische Republik; Dänemark; Deutschland; Ungarn; Italien; Litauen; Rumänien; Slowakei; Slowenien; Spanien
Abstract	Class size reduction policies have been widely implemented around the world in recent years. However, findings about the effects of class size on student achievement have been mixed. This study examines class size effects on fourth-grade mathematics achievement in 14 European countries using data from TIMSS (Trends in International Mathematics and Science Study) 2011. We employ quasi-experimental methodology (i.e., instrumental variables and regression discontinuity) to facilitate causal inferences of class size effects. Although we find some evidence of class size effects in Romania and the Slovak Republic, overall there are no systematic patterns of class size effects across countries. The results indicate that in most European countries class size reduction may not improve mathematics achievement in fourth grade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01