The Effects of Small Classes on Academic Achievement: The Results of the Tennessee Class Size Experiment

By B. Nye, L. Hedges, S. Konstantopoulos. 2000

330 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/f63c91d5f75f5abf8d84bb2f03cb69b7da45c1df

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. P. Bassett
2. P. Blatchford
3. S. Konstantopoulos
4. Clare Martin
5. D. Yeager
6. P. Brown
7. V. Chung
8. Carol S. Dweck

Citations in the corpus

• Relationships Between Class Size and Teaching: A Multimethod Analysis of English Infant Schools (2002, background): “Unfortunately, we have little systematic information on what processes, that is, which mediating factors, might be involved (Blatchford & Martin, 1998; Nye et al., 2000).”
• Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR (2008, methodology): “The effects of these threats to the validity of the experiment were investigated by other researchers who concluded that the threats did not affect the outcome of the experiment in mean differences in achievement (see Krueger, 1999; Nye et al., 2000b).”
• The Power of the Test for Treatment Effects in Three-Level Cluster Randomized Designs (2008, methodology): “Evidence from two-level analysis (where students are nested within schools) of the National Assessment of Educational Progress trend data, and Project STAR data (see Nye, Hedges, & Konstantopoulos, 2000 ) also points to school-level intraclass correlations between 0.”
• Are Class Size Differences Related to Pupils' Educational Progress and Classroom Processes? Findings from the Institute of Education Class Size Study of Children Aged 5-7 Years (2003, background): “In the UK, the Government agency OFSTED (1995), on the basis of inspectors’ reports, concluded that class size made little difference and this was used by Government ministers of the day to support no change in investment in smaller classes.”
• Are small classes better? Understanding relationships between class size, classroom processes and pupils' learning (2006, unknown): “…& Achilles, 1986; Finn & Achilles, 1990, 1999; Weis, 1990; Word et al., 1990; Pate-Bain et al., 1992; Mosteller, 1995; Molnar et al., 1999; Nye et al., 2000), nor the statistical syntheses of all relevant class size studies (Glass & Smith, 1978; Robinson & Wittebols, 1986; Slavin, 1989),…”
• What Can Be Learned from Growth Mindset Controversies? (2020, background): “The positive effect of drastically reducing class-size for elementary school students was .20 SD (Nye et al., 2000).”
• Academic and educational outcomes of children with ADHD. (2007, background): “However, small classes of approximately 8 to 15 students have been beneficial for younger children and children with special needs.(62) Because children with ADHD are reported to do better with one-on-one instruction, smaller class size makes intuitive sense.”
• What Are the Long‐Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study (2009, methodology): “Research that examined mean differences in achievement between small and regular classes, however, showed no evidence of bias (Krueger 1999; Nye et al. 2000b).”
• The Causal Effect of Class Size on Academic Achievement (2011, methodology): “Following the literature (Finn & Achilles, 1990; Goldstein & Blatchford, 1998; Hanushek, 1999; Krueger, 1999; Krueger & Whitmore, 2001; Milesi & Gamoran 2006; Nye et al., 1999; Nye et al., 2000), we focus our attention on the effect of the random assignment to small versus regular (including regular”
• Small Classes in the Early Grades, Academic Achievement, and Graduating From High School (2005, background): “Secondary analysts have confirmed the basic findings using a variety of statistical approaches (Goldstein & Blatchford, 1998; Hedges, Nye, & Konstantopoulos, 2000; Krueger, 1999).”