Long-Term Effects of Class Size *

Fredriksson, Peter; Öckert, Björn; Oosterbeek, Hessel

doi:10.1093/qje/qjs048

Cited by 222 publications

(190 citation statements)

References 35 publications

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“…Our results contrast with the recent evidence from Sweden (Fredriksson et al, 2013(Fredriksson et al, , 2014) who find large negative and statistically significant effects from average class size in primary schools (grade 4-6) on earnings and, in some specifications, also for years of schooling. We investigate two possible explanations for these diverging results.…”

Section: Introductioncontrasting

confidence: 99%

“…Similarly, Chetty et al (2011) find that pupils that attended small classes in the STAR data are more likely to attend college, but do not find effects on earnings at age 27. Recently Fredriksson et al (2013Fredriksson et al ( , 2014, using Swedish data, were the first to report statistically significant effects on earnings and find that a 1 pupil decrease leads to 1.5 percentage point increase in earnings. A recent study using Norwegian data by Falch et al (2017) do not find any significant beneficial long-term effects from a middle school class size reduction, consistent with the absence of effects in Leuven et al (2008).…”

Section: Introductionmentioning

confidence: 99%

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Long-Term Impacts of Class Size in Compulsory School

Leuven¹,

Løkken²

2018

J. Human Resources

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Abstract:How does class size in compulsory school affect peoples' long run education and earnings? We use maximum class size rules and Norwegian administrative registries allowing us to observe outcomes up to age 48. We do not find any indication of beneficial effects of class size reduction in compulsory school. For a 1 person reduction in class size we can rule out effects on income as small as 0.087 percent in primary school and 0.12 percent in middle school. Population differences in parental background, school size or competitive pressure do not appear to reconcile our findings with previous studies. Keywords

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Section: Introductioncontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Long-Term Impacts of Class Size in Compulsory School

Leuven¹,

Løkken²

2018

J. Human Resources

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“…The existing literature reports the significance of small class sizes for primary, middle and high school students. 3,4 The literature attributes an improvement in cognitive and non-cognitive ability to relatively small class sizes. 4 It is, however, pointed out that reduction in class size needs to be coupled with the presence of a highly skilled instructor in order to observe measurable benefits in student performance.…”

Section: Introductionmentioning

confidence: 99%

“…3,4 The literature attributes an improvement in cognitive and non-cognitive ability to relatively small class sizes. 4 It is, however, pointed out that reduction in class size needs to be coupled with the presence of a highly skilled instructor in order to observe measurable benefits in student performance. 5 The discussion on class size can often be contentious, especially in the context of public education and student performance.…”

Section: Introductionmentioning

confidence: 99%

“…Some of the published literature even reports long-term effects of class sizes such as wages, success in pursuing higher education, etc. 4 There are studies that report a deterioration in the achievement of student outcomes with an increase in the class size, particularly in a public university environment. 6 It is readily acknowledged in the literature that findings about the class sizes can significantly vary with subject matter as well as student level.…”

Section: Introductionmentioning

confidence: 99%

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Impact of Class Size on Student Perception of Learning and Learning Outcomes in Project-Based Learning

Kaul¹,

Yang²,

Pierce³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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This research paper evaluates the influence of class size in a project-based learning course. The impact of the student-faculty ratio and the overall class size on the learning process has been discussed and debated in the pedagogical literature for many years. 1, 2 A significant number of these studies has been particularly limited to K-12 education, generating a passionate discussion on public policy and cost of education. There is relatively limited data on the impact of class size on undergraduate engineering education. This study investigates the influence of class size on the learning process by evaluating student perception of learning and the achievement of learning outcomes. Assessment data and an end-of-semester survey are used as the two main metrics. The investigation is carried out in a junior-level course focused on project-based learning (PBL). The course is mandatory for engineering and engineering technology majors. For this study, data from two sections of the course that were taught during Spring 2016 by the same instructor has been used. One of the sections consisted of 19 students while the other section had 32 students. However, the course content, teaching methodology, evaluation rubrics, project description, and multidisciplinary team composition were identical in both sections. All students in both sections were juniors, and had already taken two project-based courses at freshmen and sophomore levels. The student perception of learning has been evaluated by using the institutional procedure for the measurement of Student Assessment of Instruction (SAI). The learning outcomes have been directly assessed by using project reports, assignments, essays, etc. that were submitted by students in both sections throughout the semester. A preliminary evaluation of the data demonstrates that the student perception of learning is higher when the class size is smaller. Also, the performance indicators for learning outcomes indicate that the smaller section performs

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Paying for quality? Associations between private school income, performance and use of resources

Davies

2013

British Educational Res J

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Education policy in England has explicitly aimed to remodel state schools in the image of independent, private, schools. However, the body of research evidence on the operation of private schools is very small. Critics have frequently argued that, in contrast to state schools, private schools use resources efficiently because their autonomy gives them freedom to make efficient choices in response to market pressures. We investigated the resource allocation decisions of income private schools using data from their financial accounts. We report the associations of private school spending and performance and teacher and non-teacher numbers, teacher salaries and regional earnings. Schools with higher fees had more teachers and non-teachers per pupil, but similar average staff wages to schools with lower income. Yet we found little evidence that achievement was associated with resource use in English private schools. That is, we found no evidence to support the view that financial autonomy enabled flexibility in using resources to promote higher achievement.

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Long-Term Effects of Class Size *

Cited by 222 publications

References 35 publications

Long-Term Impacts of Class Size in Compulsory School

Long-Term Impacts of Class Size in Compulsory School

Impact of Class Size on Student Perception of Learning and Learning Outcomes in Project-Based Learning

Paying for quality? Associations between private school income, performance and use of resources

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