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Estimating causal effects of class size in secondary education: evidence from TIMSS

Research Papers in Education, ISSN: 1470-1146, Vol: 36, Issue: 5, Page: 507-541
2021
  • 11
    Citations
  • 27
    Usage
  • 34
    Captures
  • 4
    Mentions
  • 41
    Social Media
Metric Options:   Counts1 Year3 Year

Metrics Details

  • Citations
    11
    • Citation Indexes
      9
    • Policy Citations
      2
      • Policy Citation
        2
  • Usage
    27
  • Captures
    34
  • Mentions
    4
    • News Mentions
      3
      • News
        3
    • Blog Mentions
      1
      • Blog
        1
  • Social Media
    41
    • Shares, Likes & Comments
      41
      • Facebook
        41

Most Recent News

Study Shows Smaller Class Sizes Not Always Better for Pupils: Michigan State University

[TNSk12research-Research Papers in Education journal] -- Michigan State University issued the following news release: A new statistical analysis of data from a long-term study on

Article Description

The effectiveness of class size reduction on student performance has been of great research interest and policy debate worldwide. Nevertheless, the evidence has been largely inconclusive partially due to potential bias arising from non-random placement of students and teachers in classrooms of different sizes. This study applied instrumental variable (IV) methods and used a regression discontinuity design (RDD) to conduct analyses of TIMSS data in 2003, 2007 and 2011. The purpose was to investigate over time the effects of class size on eighth grade students’ cognitive and non-cognitive outcomes on five mathematics and science subjects in four European countries (i.e. Hungary, Lithuania, Romania and Slovenia). IV estimates indicate that in Romania in 2003 smaller classes had significant and positive effects on academic scores in mathematics, physics, chemistry and earth science and in 2007 on enjoyment to learn mathematics. In Lithuania, in 2011 small classes had significant and positive effects on enjoyment to learn biology and chemistry and learning chemistry well. In 2007 however, the effects were reversed on some of the biology related non-cognitive outcomes. Overall, the class size effects that were significant were also substantial in magnitude and typically much larger than the effects reported in Project STAR.

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