Class Size Reduction and Student Achievement: The Potential Tradeoff between Teacher Quality and Class Size

By Christopher Jepsen, Steven G. Rivkin. 2012

267 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/f5156a1843a0b7a5c316b69f544d9c8b2a9098a0

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. M. Kraft
2. A. Leigh
3. C. Koedel
4. Jonah E. Rockoff
5. Mikaela J. Dufur
6. Rena C. Zito
7. J. Adelson
8. Kate Niehaus

Citations in the corpus

• Interpreting Effect Sizes of Education Interventions (2020, background): “Efforts to reduce class sizes statewide in California, which were inspired by the large academic gains found in the Tennessee STAR class size experiment, failed to produce similar effects (Jepsen & Rivkin, 2009).”
• School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners (2014, background): “These characteristics may be associated with lower quality teaching at the schools (e.g., Jepsen & Rivkin, 2009), which was not addressed in this study.”
• Estimating Teacher Effectiveness From Two-Year Changes in Students' Test Scores (2010, background): “…smaller than the estimates of Krueger (1999) (e.g. Hanushek, 1998; Hoxby, 2000 find zero or negligible benefits of across-the-board class size reductions); or if large-scale class size reductions have the effect of lowering teacher quality in disadvantaged schools (see, e.g. Jepsen & Rivkin, 2009).”
• Value-added modeling: A review (2015, background): “…improvement in teacher value-added on student test scores is estimated to be larger than the effect of a ten student reduction in class size (Jepsen & Rivkin, 2009; Rivkin et al., 2005).28 have documented rapid fade-out of teacher effects after one or two years (Jacob, Lefgren, & Sims,…”
• Capital at Home and at School: A Review and Synthesis (2010, background): “In addition, the concept of resource diffusion is also relevant in schools, with literature addressing whether class size is consequential (Grubb, 2008, 2009; Jepsen & Rivkin, 2009; Sims, 2009).”