A Study of Class Size Effects in English School Reception Year Classes

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Efficient Quantile Regression Analysis With Missing Observations (2015, methodology): “A REAL DATA EXAMPLE In this section, we illustrate the proposed method using a subset of the data given in Carpenter and Kenward (2005), extracted from Blatchford et al. (2002).”
The role and effects of teaching assistants in English primary schools (Years 4 to 6) 2000–2003. Results from the Class Size and Pupil–Adult Ratios (CSPAR) KS2 Project (2004, background): “A recent systematic review (Howes, Farrell, Kaplan and Moss, 2003) identified the CSPAR KS1 study (Blatchford et al, 2002) as one of only a very few studies of sufficiently high quality to warrant inclusion.”
An empirical assessment of the absolute effect of schooling: regression‐discontinuity applied to TIMSS‐95 (2006, background): “Being the youngest or oldest in a class may have an effect on achievement per se (Blatchford et al., 2002).”
A comparison of multiple imputation and doubly robust estimation for analyses with missing data (2006, methodology): “Further details, and the initial findings, were described in Blatchford et al. (2002).”