Do Low-Achieving Students Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment

By B. Nye, L. Hedges, S. Konstantopoulos. 2002

104 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/30097d2fddda2b867991d963c6d5502b709941f2

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Citations in the corpus

Cross-national Differences in Educational Achievement Inequality (2011, background): “Smaller class sizes lead to a modest increase in student performance (Ma and Klinger 2000; Nye, Hedges, and Konstantopoulos 2002) by allowing a closer relationship between the teacher and both students and parents, increasing student engagement, reducing the amount of time dedicated to disciplining…”
Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR (2008, background): “However, previous research provided weak or no evidence that reducing class size benefits lower-achieving students more than other students (Nye et al., 2002).”
What Are the Long‐Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study (2009, unknown): “Several studies have examined the differential effects of small classes on achievement for minority and disadvantaged students (Finn and Achilles 1990; Krueger 1999; Krueger and Whitmore 2001; Nye et al. 2000a, 2002), however, and the findings have been mixed.”
Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools (2004, background): “For example, a subunit might focus on the fine arts, cooperative learning, or careers in health or business (Lee, Ready, & Johnson, 2001; Oxley, 1989, 1994; Raywid, 1995). Some SWS high schools organize special subunits for the school’s youngest students (usually ninth graders), which McPartland, Le”
Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status (2021, background): “Although the non-significant effect of mindset on achievement might be construed as a direct challenge to the validity of research on mindsets, Dweck (2018) argued that even massive educational reforms yield only small effect sizes (e.g., Hanushek 2011; Nye et al. 2002).”
Assessing Barriers to the Reform of U.S. Mathematics Instruction From an International Perspective (2005, background): “10Predictions based on U.S. class size research would postulate that smaller classes allow teachers to move away from procedural/lecture techniques and move toward more effective strategies that involve discussion and problem solving (Bourke, 1986; Nye et al., 2002; M. Smith & Glass, 1980).”