Are Class Size and Teacher Characteristics Associated with Cognitive Outcomes in Early Grades?

Autor/inn/en	Shen, Ting; Konstantopoulos, Spyros
Titel	Are Class Size and Teacher Characteristics Associated with Cognitive Outcomes in Early Grades?
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 3, S.333-359 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shen, Ting) ORCID (Konstantopoulos, Spyros)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2021.2023585
Schlagwörter	Class Size; Teacher Characteristics; Correlation; Academic Achievement; Outcomes of Education; Longitudinal Studies; Children; Surveys; Kindergarten; Reading Achievement; Mathematics Achievement; Science Achievement; Scores; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Klassengröße; Korrelation; Schulleistung; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Child; Kind; Kinder; Survey; Umfrage; Befragung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01