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

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References

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1998Learning from the Confucian heritage: so size doesn’t matter?182 cited
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1995Intraschool Variation in Class Size: Patterns and Implications137 cited
1980An Experimental Study of the Effects of Class Size135 cited

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1994

The Issue of Class Size for Young Children in Schools: what can we learn from research?

121 cited

1986How Smaller Is Better: Some Relationships Between Class Size, Teaching Practices, and Student Achievement113 cited

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2009What Are the Long‐Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study76 cited
2011Class size, class composition, and the distribution of student achievement73 cited
2011Econometric Methods for Research in Education66 cited
2005Assessing Barriers to the Reform of U.S. Mathematics Instruction From an International Perspective60 cited
2014Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum60 cited