A Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated with Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?

Autor/inn/en	Bowne, Jocelyn Bonnes; Magnuson, Katherine A.; Schindler, Holly S.; Duncan, Greg J.; Yoshikawa, Hirokazu
Titel	A Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated with Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?
Quelle	In: Educational Evaluation and Policy Analysis, 39 (2017) 3, S.407-428 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
Schlagwörter	Meta Analysis; Class Size; Early Childhood Education; Teacher Student Ratio; Experimental Groups; Control Groups; Teacher Student Relationship; Effect Size; Hierarchical Linear Modeling; Predictor Variables; Preschool Children; Program Evaluation; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Klassengröße; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrer-Schüler-Relation; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This study uses data from a comprehensive database of U.S. early childhood education program evaluations published between 1960 and 2007 to evaluate the relationship between class size, child-teacher ratio, and program effect sizes for cognitive, achievement, and socioemotional outcomes. Both class size and child-teacher ratio showed nonlinear relationships with cognitive and achievement effect sizes. For child-teacher ratios 7.5:1 and lower, the reduction of this ratio by one child per teacher predicted an effect size of 0.22 standard deviations greater. For class sizes 15 and smaller, one child fewer predicted an effect size of 0.10 standard deviations larger. No discernible relationship was found for larger class sizes and child--teacher ratios. Results were less clear for socioemotional outcomes due to a small sample. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01