Answers and Questions about Class Size: A Statewide Experiment

Finn, Jeremy D.; Achilles, C. M.

doi:10.2307/1162936

Cited by 126 publications

(187 citation statements)

References 0 publications

Supporting

Mentioning

180

Contrasting

Unclassified

Order By: Relevance

“…The late Fred Mosteller, a revered statistician and a leader in the invention of the modern clinical trial in medicine, regarded the Tennessee class-size experiment (Finn & Achilles, 1990;Krueger & Whitmore, 2001) as the most important study in the history of educational study research. Teachers and children in 80 school districts in Tennessee were assigned at random to small or large classes.…”

Section: Class-size Reductionmentioning

confidence: 99%

The Brown Legacy and the O’Connor Challenge:Transforming Schools in the Images of Children’s Potential

Raudenbush

2009

Educational Researcher

View full text Add to dashboard Cite

The gap between Blacks and Whites in educational outcomes has narrowed dramatically over the past 60 years, but progress stopped around 1990. The author reviews research suggesting that increasing the quantity and quality of schooling can play a powerful role in overcoming racial inequality. To achieve that goal, he reasons, our knowledge of best instructional practice should drive our conceptions of teachers' work, teachers' expertise, school leadership, and parent involvement. The research agenda supporting this paradigm connects developmental science to instructional practice and school organization and requires close collaboration between practitioners and researchers in a relentless commitment to provide superb educational opportunities to children whose future success depends most strongly on schooling.

show abstract

Section: Class-size Reductionmentioning

confidence: 99%

The Brown Legacy and the O’Connor Challenge:Transforming Schools in the Images of Children’s Potential

Raudenbush

2009

Educational Researcher

View full text Add to dashboard Cite

show abstract

“…Assume that class size is randomized, as in the well-known Project STAR experiment (Finn and Achilles 1990). Figure 13.14a gives the basic corresponding DAG.…”

Section: Heckman Selection and The Motherhood Wage Penalty: Conditionmentioning

confidence: 99%

Graphical Causal Models

Elwert

2013

Handbooks of Sociology and Social Research

224

172

View full text Add to dashboard Cite

This chapter discusses the use of directed acyclic graphs (DAGs) for causal inference in the observational social sciences. It focuses on DAGs' main uses, discusses central principles, and gives applied examples. DAGs are visual representations of qualitative causal assumptions: They encode researchers' beliefs about how the world works. Straightforward rules map these causal assumptions onto the associations and independencies in observable data. The two primary uses of DAGs are (1) determining the identifiability of causal effects from observed data and (2) deriving the testable implications of a causal model. Concepts covered in this chapter include identification, d-separation, confounding, endogenous selection, and overcontrol. Illustrative applications then demonstrate that conditioning on variables at any stage in a causal process can induce as well as remove bias, that confounding is a fundamentally causal rather than an associational concept, that conventional approaches to causal mediation analysis are often biased, and that causal inference in social networks inherently faces endogenous selection bias. The chapter discusses several graphical criteria for the identification of causal effects of single, time-point treatments (including the famous backdoor criterion), as well identification criteria for multiple, time-varying treatments.

show abstract

“…B. Achilles 1999; Finn u. Achilles 1990Achilles , 1999Lankes u. carstensen 2007). Bei pISA wird die klassengröße im rahmen des Fragebogens erfasst, der von den Schulleitungen der teilnehmenden Schulen ausgefüllt wird.…”

Section: Klassengröße Und Unterrichtszeitunclassified

Keyword: The myth of the Nordic educational systems

Kobarg

Prenzel

2009

Z Erziehungswiss

View full text Add to dashboard Cite

M. kobarg und M. prenzel time, the findings point out that the Nordic countries deal with the social disparities that students bring to school successfully. when considering contextual factors on a school and classroom level, however, the nordic countries only differ slightly from the OecD average. to conclude, on the basis of the results achieved in the international comparative study pISA, an idealisation of the Nordic educational systems hardly seems justified.

show abstract

Answers and Questions about Class Size: A Statewide Experiment

Cited by 126 publications

References 0 publications

The Brown Legacy and the O’Connor Challenge:Transforming Schools in the Images of Children’s Potential

The Brown Legacy and the O’Connor Challenge:Transforming Schools in the Images of Children’s Potential

Graphical Causal Models

Keyword: The myth of the Nordic educational systems

Contact Info

Product

Resources

About