Disadvantaged students in the early grades: will smaller classes help them?

Iversen, Jon Marius Vaag; Bonesrønning, Hans

doi:10.1080/09645292.2011.623380

Cited by 24 publications

(16 citation statements)

References 13 publications

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“…Second, small classes might be most beneficial for students with disadvantaged backgrounds, who do not have the same resources in the home to support their education as other students. This is the typical finding from the STAR experiment (Dynarski et al ., ) and other studies (Iversen and Bonesrønning, ; Bosworth, ). On the other hand, Fredriksson et al .…”

Section: Discussionmentioning

confidence: 75%

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Do Smaller Classes Always Improve Students’ Long‐run Outcomes?

2017

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We exploit the strict class size rule in Norway and matched individual and school register information for 1982-2011 to estimate long-run causal effects on income and educational attainment. Contrary to recent evidence from the US and Sweden, we do not find any significant average effect on long-run outcomes of reduced class size. We further use the large register data set and quasi-experimental strategy to estimate whether the class size effect depends on external conditions facing students and schools, such as teacher quality, extent of upper secondary school choice, school district size, local fiscal constraints and labour market conditions. Overall, we find that the class size effect does not depend on these factors measured at the school district level. The absence of class size effects on long-run outcomes in Norway is consistent with earlier findings for short-run outcomes, using comparable data and empirical strategies.

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Section: Discussionmentioning

confidence: 75%

“… The Norwegian studies exploiting the class size rule in short‐run studies are Bonesrønning (), Woessmann (), Leuven, Oosterbeek and Rønning (), and Iversen and Bonesrønning (). They find small or zero average effects of class size.…”

mentioning

confidence: 99%

Do Smaller Classes Always Improve Students’ Long‐run Outcomes?

2017

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“…Despite the vast amount of research on CSR and the impact of class size on student achievement (Bosworth, 2014;Fidler, 2001;Olson, 1999;Vaag Iversen & Bonesronning, 2013), there is considerably less research having to do with the effect of class size on teaching effectiveness when teaching ELL students in middle school academic classes (Molnar et al, 1999). This study however coheres with earlier research that has proposed that the implication that smaller class sizes allow for adequate individualized student-teacher interaction and instruction time (Molnar et al, 1999).…”

Section: Comparison Of Findings To the Literaturesupporting

confidence: 68%

“…Numerous research studies focused on elementary school grade levels have been conducted on class size and its impact on student achievement (e.g. Bosworth, 2014;Fidler, 2001;Olson, 1999;Vaag Iversen & Bonesronning, 2013). However, the literature seems to reveal a distinct lack of scholarship regarding the effect of class size on teaching ELL students effectively.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Effect of Class Size on Teaching Middle School English Language Learners

Garcia

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“…Administration and Policy,196,[83][84][85][86][87][88][89][90][91][92][93][94][95][96][97][98][99][100][101]Nguyen,& Younghusband There are a wealth of studies, including a number of comprehensive reviews, devoted to the effects of class size. The general consensus is that smaller classes promise to facilitate increased student-teacher interactions, benefit students at risk, and improve students' academic achievement and students' engagement (Blatchford et al, 2003;Finn et al, 1991;Glass & Smith, 1978, 1979Iversen & Bonesrønning, 2013;Konstantopoulos & Chung, 2009;Molnar et al, 1999;Shin & Chung, 2009;Smith & Glass, 1980;Wenglinsky, 1997). Some research suggests that smaller classes may also have beneficial effects on achievement at the secondary level (Krassel & Heinesen, 2014) and even in the post-secondary context (De Paola et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Class Size and Teacher Work: Research Provided to the BCTF in their Struggle to Negotiate Teacher Working Conditions

Laitsch

Nguyen

Younghusband

2021

cjeap

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This paper presents an update of a 2010-literature review on class size research completed as background in preparation of an affidavit on class size provided by the lead author in the case of British Columbia Teachers’ Federation v. British Columbia, argued before the Supreme Court of British Columbia in 2010, appealed ultimately to the Supreme Court of Canada and ruled on November 10, 2016. We find that smaller classes can improve teacher-student interactions and individualized instruction, decreasing time spent on discipline issues, leading to better student behaviour, attitude, and efforts. Smaller classes generally have greater advantages for younger students, and effects are more observable in class sizes of less than 20. Small classes may shrink achievement gaps, decrease dropout rates, and increase high school graduation rates, and appear to enhance academic outcomes, particularly for marginalized groups. Researchers have detected class size effects many years later. Small classes have been found to boost teachers’ morale and job satisfaction. While some studies have found effects at the secondary and post-secondary level, results are generally inconclusive at this level. Finally, some researchers have argued that class size reductions are an inefficient use of funds which might be better spent elsewhere in the system. The paper concludes with a brief reflection on the process of providing this research for Supreme Court case.

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Disadvantaged students in the early grades: will smaller classes help them?

Cited by 24 publications

References 13 publications

Do Smaller Classes Always Improve Students’ Long‐run Outcomes?

Do Smaller Classes Always Improve Students’ Long‐run Outcomes?

Effect of Class Size on Teaching Middle School English Language Learners

Class Size and Teacher Work: Research Provided to the BCTF in their Struggle to Negotiate Teacher Working Conditions

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