Journal ArticleDOI
Do Low-Achieving Students Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment
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The authors examined the differential effects of small classes for students in the bottom half and bottom quarter, respectively, of their class's achievement distribution in kindergarten and found that small class effects for low-achieving students in mathematics are actually smaller than those for higher achieving students.Abstract:
Recent evidence about the effects of class size on academic achievementfrom randomized experiments points to positive effects of small classes. However, the evidence about the mechanism producing these effects is less clear. Some scholars have arguedfor mechanisms that would imply greater effects of small classesfor low-achieving students. This article investigates possible differential effects of small classes on achievement using data from Project STAR, afour-year, large-scale randomized experiment on the effects of class size. We examined the differential effects of small classes for students in the bottom half and bottom quarter, respectively, of their class's achievement distribution in kindergarten. Although small class effects are somewhat largerfor low-achieving students in reading, the differential effects (interactions) are not statistically significant. Moreover, the small class effects for low-achieving students in mathematics are actually smaller than those for higher achieving students. Thus while there are unambiguous positive effects of small classes on achievement, there is no evidence for differentially larger effects of small classes for lower achieving students.read more
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The Case for Change: A Review of Contemporary Research on Indigenous Education Outcomes.
Suzanne Mellor,Matthew Corrigan +1 more
TL;DR: M Mellor and Matthew Corrigan as mentioned in this paper reviewed and analyzed existing educational research into the precursors and concomitant factors that contribute to educational achievement for students generally and for Indigenous students in particular and proposed a national research agenda that systematically identifies and supports policy change directed at significantly improving the educational outcomes for all Indigenous students.
Journal ArticleDOI
Relationship of school context to rural youth's educational achievement and aspirations.
TL;DR: Investigating the relationship of school characteristics and schooling experiences to the educational achievement and aspirations of youth from high-poverty rural communities highlighted unique ways schools can positively shape the educational outcomes for rural youth despite community poverty.
Journal ArticleDOI
Five Dimensions of Social Capital Theory as they Pertain to Youth Studies
TL;DR: In this paper, the authors examine the five main dimensions of social capital theory that have been discussed in a fragmented manner throughout the youth studies literature in an attempt to aid researchers in their conceptualization and operationalization of Social Capital and their testing of theory.
Journal ArticleDOI
What Have Researchers Learned from Project STAR
TL;DR: Project STAR (Student/Teacher Achievement Ratio) as mentioned in this paper was a large scale randomized trial of reduced class sizes in kindergarten through the third grade, which has been used in many policy discussions.
References
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Book
Statistical Analysis with Missing Data
TL;DR: This work states that maximum Likelihood for General Patterns of Missing Data: Introduction and Theory with Ignorable Nonresponse and large-Sample Inference Based on Maximum Likelihood Estimates is likely to be high.
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The Economics of Schooling: Production and Efficiency in Public Schools.
TL;DR: In this article, the authors point out that public and professional interest in education is likely to be short-lived, doomed to dissipate as frustration over the inability of policy to improve school practice sets in.
Book
The Black-White Test Score Gap.
TL;DR: The authors of as mentioned in this paper argue that eliminating the test score gap would dramatically reduce economic and educational inequality between blacks and whites, and that closing the gap would do more to promote racial equality than any other strategy now under serious discussion.
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The relation between socioeconomic status and academic achievement.
TL;DR: This article found that SES is only weakly correlated with academic achievement, and with aggregated units of analysis, typically obtained correlations between SES and academic achievement jump to.73.