Class Size and Eighth-Grade Math Achievement in the United States and Abroad

Suet‐ling Pong · Aaron M. Pallas

82 citations0/0 files storedEducational Evaluation and Policy Analysis

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

School Choice and Performance Educational Environments and Student Outcomes Educational Assessment and Improvement

Abstract

Using data from the Third International Math and Science Study (TIMSS), we examine the relationship between class size and eighth-grade math achievement in Australia, Canada, France, Germany, Hong Kong, Korea, Iceland, Singapore, and the United States. Class sizes tend to be greater and more homogenous in centralized education systems compared with those in decentralized systems. The United States seems to be unique among the countries in our study. After controlling for possible confounding characteristics of the teacher, school, and classroom, in no other country than the United States did we find a beneficial effect of small classes. Contrary to our expectations, we also found little evidence that smaller or larger classes differ in the amount of curriculum taught or in the instructional practices of teachers. Except for the case of Hong Kong, neither curricular coverage nor instructional practices mediates the relationship between class size and math achievement.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 82 citations exist upstream.

References

1999Using Maimonides' Rule to Estimate the Effect of Class Size on Scholastic Achievement 1994The International Encyclopedia of Education 1997Using Maimonides' Rule to Estimate the Effect of Class Size on Student Achievement 1994Raising School Effects While Ignoring Culture? Local Conditions and the Influence of Classroom Tools, Rules, and Pedagogy 1997A splintered vision : an investigation of U.S. science and mathematics education 1999Tennessee's Class Size Study: Findings, Implications, Misconceptions 1995Effects of High School Restructuring and Size on Early Gains in Achievement and Engagement 1998Dimensions of dialogue: large classes in China

Cited by

2009What Are the Long‐Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study 2011Class size, class composition, and the distribution of student achievement 2011Econometric Methods for Research in Education

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.