ERIC Number: ED442917
Record Type: Non-Journal
Publication Date: 2000-Jun-9
Reference Count: N/A
Do Small Classes Influence Academic Achievement? What the National Assessment of Educational Progress Shows. A Report of the Heritage Center for Data Analysis.
Johnson, Kirk A.
This study used data from the 1998 National Assessment of Educational Progress (NAEP) reading examination to analyze the effect of class size on academic achievement. The NAEP is administered in 4th, 8th, and 12 grades to measure academic achievement in various fields. Besides providing data on academics, it offers information on student, teacher, and administrator background. This study analyzed six factors: class size; race and ethnicity; parents' educational attainment; number of reading materials in the home; free or reduced price lunch participation; and gender. Results indicate that on average, being in a small class does not increase the likelihood that a student will attain a higher score on the NAEP reading test. Children in the smallest classes do not score higher than students in the largest classes. An appendix presents results of the statistical models. (SM)
Descriptors: Academic Achievement, Class Size, Elementary Secondary Education, National Competency Tests, Reading Achievement, Sex Differences, Small Classes
Heritage Foundation, 214 Massachusetts Avenue, N.E., Washington, DC 20002. Tel: 202-546-4400; Web site: http://www.heritage.org.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Heritage Foundation, Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress