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Are class size and teacher characteristics associated with cognitive outcomes in early grades?
- Source :
- School Effectiveness & School Improvement; Sep2022, Vol. 33 Issue 3, p333-359, 27p
- Publication Year :
- 2022
-
Abstract
- This study examines the associations between class size, teacher characteristics, and children's academic achievement in mathematics, reading, and science using a recent, large-scale, longitudinal dataset. Individual fixed effects models, which control for observed and unobserved time-invariant student variables, were employed to conduct analysis of longitudinal data from the Early Childhood Longitudinal Study – Kindergarten in 2011 (ECLS-K:2011). Results suggest that reducing class size is associated with increases in reading and mathematics scores, but not in science scores. Non-linear class size effects were also detected and were more pronounced in reading achievement. Class size estimates were small in magnitude. A five-student decrease in class size corresponds to nearly a 0.01 standard deviation increase in mathematics and reading scores. None of the teacher characteristics were related to children's cognitive outcomes. Finally, changing schools from grade to grade has a significant negative effect on children's reading achievement. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 09243453
- Volume :
- 33
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- School Effectiveness & School Improvement
- Publication Type :
- Academic Journal
- Accession number :
- 158249803
- Full Text :
- https://doi.org/10.1080/09243453.2021.2023585