The researchers explored several theories behind the higher achievement of some of those who got in — from the «no excuses» policies prevalent in urban charter schools to
differences in class size, spending and teacher certification.
Conflicting results may be due to the difficulty in performing these types of comparison studies, which can be confounded by
differences in class size, cognitive level of questions, class composition, and instructor (Crossgrove and Curran 2008).
Differences in class size were in part a function of a state - imposed limit on AP class size.
That it is not may reflect the fact that the experiment was designed to evaluate the effects of
differences in class size, not the career - ladder program.
(In five countries — Australia, France, Hong Kong, Scotland, and the United States — our strategy led to inconclusive estimates that do not allow for any confident assertions about the effects of
differences in class size.)
Nor can we attribute the disparity we see to
differences in class size.
Not exact matches
To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary
differences and school characteristics on the probability that a teacher will leave a school district
in a given year, holding constant a variety of other factors, including
class size and the type of community (urban, suburban, or rural)
in which the district is located.
We find little support for the notion that
differences in resources, such as per - pupil expenditures and
class size, could explain the middle - school achievement gap.
Thus variation
in class size may be simply the result, rather than the cause, of
differences in student achievement.
These and other
differences, such as the quality of a nation's teachers, can be valuable tools
in discerning where, if ever,
class -
size reductions are likely to be beneficial.
The Education Next research article «Stuck
in the Middle,» featured
in the Fall 2010 issue of Education Next, finds that the steep drop - off
in middle - school students» academic achievement may be linked to the larger number of students
in each grade level but can not be explained by
differences in per - pupil spending or
class size, which were similar
in middle and K - 8 schools.
In doing so, we have controlled for possible effects of differences in educational inputs such as class sizes, availability of materials, and aggregate expenditure per student in the countr
In doing so, we have controlled for possible effects of
differences in educational inputs such as class sizes, availability of materials, and aggregate expenditure per student in the countr
in educational inputs such as
class sizes, availability of materials, and aggregate expenditure per student
in the countr
in the country.
A comparison of these variables
in District 2 indicates that both lower
class sizes and higher salaries
in the noncore courses contributed to the
differences in per - pupil course spending (see Figure 2).
For instance, there seems to be little
difference between the average
class sizes, teachers» levels of education, number of computers
in the classroom, and Internet connections
in schools attended by blacks versus those attended by whites.
«We found higher levels of classroom engagement after lessons
in nature than after carefully matched classroom - based counterparts; these
differences could not be explained by
differences in teacher, instructional approach,
class (students, classroom, and
class size), time of year, or time of day, nor the order of the indoor and outdoor lessons on a given topic.
Examining the effect of
class size on classroom engagement and teacherepupil interaction:
Differences in relation to pupil prior attainment and primary vs. secondary schools by Peter Blatchford, Paul Bassett, Penelope Brown
Welsh Education Secretary Kirsty Williams says # 36m
in funding to cut infant
class sizes can make a real
difference.
As you might now suspect,
class size differences also occur
in the two states.
But just how much of a
difference could manipulating
class sizes in this way make for overall student learning and access to effective teaching?
«Fortunately, I have very small
class sizes compared to many of my teacher friends, so I have lots of one - one - one opportunities and feel I can make a
difference in this type of environment.»
As you can see, the biggest
differences in the 2017 Mercedes - Benz GLS vs 2016 Mercedes - Benz G -
Class comparison were
in the two vehicles» powertrains,
sizes, and
in their starting prices.
The schools varied
in size and location (urban / rural), however, there was no significant
difference between the intervention and control groups
in terms of gender, school location (rural or urban) and multigrade
class (multiple
classes in one
class unit or single
class unit).
RC = reference category, # studies = number of independent studies; # ES = number of effect
sizes, Z =
difference in mean r with reference category, mean r = mean effect
size (r), heterogeneity = within
class heterogeneity (Z), Δfit =
difference with model without moderators (χ2)
Past research has found a significant correlation between overall cognitive ability and individual
differences in brain
size, age, sex, social
class, and ethnic background.
The number of peer nominations that each child receives for each role / item is tallied and converted to a z - score (M = 0, SD = 1) to adjust for
differences in the possible number of nominations (i.e., unequal
class sizes).