Thus
variation in class size may be simply the result, rather than the cause, of differences in student achievement.
Hoxby analyzed
variation in class size due to random fluctuations in the number of births and restrictions on maximum class sizes.
The second strategy, quasi-experimental research, relies either on special types of
variation in class size or on econometric techniques to make appropriate comparisons.
• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances,
the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.
Not exact matches
An article published
in the Quarterly Journal of Economics
in 2000 by Caroline Huxby on The Effects of
Class Size on Student Achievement: New Evidence from Population Variation reported that reductions in class size had no effect on student achieve
Class Size on Student Achievement: New Evidence from Population Variation reported that reductions in class size had no effect on student achievem
Size on Student Achievement: New Evidence from Population
Variation reported that reductions
in class size had no effect on student achieve
class size had no effect on student achievem
size had no effect on student achievement.
We estimate the effect of
class size on student performance
in 18 countries, combining school fixed effects and instrumental variables to identify random
class -
size variation between two adjacent
To what extent is the large
variation between pupils» maths achievement within
classes a result of widening access, large
class sizes and a lack of tracking
in the education system?
A classroom might be effective because of its small
class size or because of random
variation in peer composition.
The next big Benz will likely be offered
in no fewer than seven different
variations: a standard - wheelbase sedan (codenamed W222, 200.79 inches long); a long - wheelbase sedan (V222, 7.08 - inch stretch); an extra-long-wheelbase sedan (X222, 13.78 - inch stretch); a six - door Pullmann (25.59 - inch stretch); a full -
size CL -
class replacement (C217, rumored to return to SLC moniker); a full -
size CL convertible (A217); and a full -
size four - door coupe (V217).
Quality has been defined
in terms of both process (activities) and structure (teacher characteristics,
class size, etc.) and is poor to mediocre
in many countries.6 - 7 The effects of
variations in care are not expected to be uniform; rather, it is expected to vary with the characteristics of the children, their families, and the broader social contexts
in which they live.