Class Size Effects on Mathematics Achievement in Cyprus: Evidence from TIMSS

Autor/inn/en	Konstantopoulos, Spyros; Shen, Ting
Titel	Class Size Effects on Mathematics Achievement in Cyprus: Evidence from TIMSS
Quelle	In: Educational Research and Evaluation, 22 (2016) 1-2, S.86-109 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2016.1193030
Schlagwörter	Class Size; Mathematics Achievement; Evidence; International Assessment; Regression (Statistics); Data Analysis; Grade 4; Grade 8; Gender Differences; Socioeconomic Influences; Predictor Variables; Effect Size; Standardized Tests; Foreign Countries; Achievement Tests; Elementary Secondary Education; Mathematics Tests; Science Achievement; Science Tests; Cyprus; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Klassengröße; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Evidenz; Regression; Regressionsanalyse; Auswertung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Geschlechterkonflikt; Sozioökonomischer Faktor; Prädiktor; Standadised tests; Standardisierter Test; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Zypern
Abstract	Class size reduction has been viewed as one school mechanism that can improve student achievement. Nonetheless, the literature has reported mixed findings about class size effects. We used 4th- and 8th-grade data from TIMSS 2003 and 2007 to examine the association between class size and mathematics achievement in public schools in Cyprus. We employ instrumental variables methods, and take advantage of a regression discontinuity design to examine causal effects of class size on mathematics achievement. The results indicate a non-significant relationship between class size and mathematics achievement in 8th grades. However, there is evidence of positive class size effects in 4th grade. The gender gap is significant and favoured males in 4th grade and females in 8th grade. SES indexes such as parental education and items in the home are positively and significantly related to mathematics achievement. Teacher and school variables are not significantly related with mathematics achievement. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01