ERIC Number: EJ1330657
Record Type: Journal
Publication Date: 2015
Pages: 42
Abstractor: ERIC
ISBN: N/A
ISSN: EISSN-1891-1803
EISSN: N/A
PROTOCOL: Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools--A Systematic Review
Filges, Trine; Sonne-Schmidt, Christoffer Scavenius; Jørgensen, Ann Marie Klint
Campbell Systematic Reviews, v11 n1 2015
The purpose of this review is to systematically uncover relevant studies in the literature that measure the effects of class size on academic achievement. The review will synthesize the effects in a transparent manner and, where possible, the review will investigate the extent to which the effects differ among different groups of students such as high/low performers, high/low income families, or members of minority/non-minority groups, and whether timing, intensity, and duration have an impact on the magnitude of the effect. The primary focus is on measures of academic achievement. Academic achievement outcomes include reading and mathematics. Outcome measures must be standardised measures of academic achievement. The primary outcome variables are standardised literacy tests (e.g. reading, spelling and writing) and standardised numeracy tests (e.g. mathematical problem-solving, arithmetic and numerical reasoning, grade level math). In addition to the primary outcome, the review will consider school completion rates as a secondary outcome.
Descriptors: Class Size, Academic Achievement, Correlation, High Achievement, Low Achievement, Family Income, Socioeconomic Status, Minority Group Students, White Students, Racial Differences, Ethnicity, Time, Incidence, Reading Achievement, Mathematics Achievement, Standardized Tests, Graduation Rate, Elementary Secondary Education
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A