The Long-Term Effects of Small Classes in Early Grades: Lasting Benefits in Mathematics Achievement at Grade 9

By B. Nye, L. Hedges, S. Konstantopoulos. 2001

65 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/717a7cf965e53514ce5e18f6317f60b2da44b8a1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jessica L Degol
2. Ming-Te Wang
3. Jacquelynne S. Eccles
4. Thomas K. F. Chiu
5. Jill M. Aldridge
6. Katrina McChesney
7. Ugur Dogan
8. Ronny Scherer

Citations in the corpus

• Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “For example, students in smaller classrooms tend to perform better on standardized tests and exhibit more achievement growth over time (Arias & Walker, 2004; Nye & Hedges, 2001a, 2001b; Nyhan & Alkadry, 1999).”