Class Size and Eighth-Grade Math Achievement in the United States and Abroad

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Complexity science and student teacher supervision (2007, methodology): “While browsing the abstract of a recent issue of Educational Evaluation and Policy Analysis, a journal of the American Educational Research Association, I came across a report in which statistical methods were used to ‘‘control for’’ such ‘‘confounding variables’’ as ‘‘teachers, schools, and classro”
Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries (2010, background): “Finally, while positive effects of smaller class size on student achievement have been documented (Finn & Achilles, 1999 ; Mitchell & Mitchell, 1999 ; Smith, Molnar, & Zahorik, 2003 ), internationally, research has suggested little evidence of the effect of class size on student achievement (Pong”
Assessing Barriers to the Reform of U.S. Mathematics Instruction From an International Perspective (2005, background): “One study involving TIMSS-95 data revealed little relationship between use of instructional strategies and class size (Pong & Pallas, 2001), and a small amount of evidence supports the notion that teachers who use more individualized instruction in smaller classes change neither the topics on which…”