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ERIC Number: ED470676
Record Type: Non-Journal
Publication Date: 2002-Nov
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Class Size and Student Science Achievement: Not as Easy as It Sounds.
Miller-Whitehead, Marie
The effects of class size on student achievement in science were studied using grade 8 science achievement mean scale scores for 138 Tennessee public school districts, focusing on the total population of districts and on districts in the upper and lower quartile of science performance (n=52). The dependent variable was district aggregate science achievement; the independent variables were percentage of classes that were at or below the state-mandated class size, district per pupil expenditure, and percentage of students qualified for free or reduced price meals. Results of regression analyses indicate that class size had a direct effect on student achievement, as did student poverty and per pupil expenditure. However, student poverty and per pupil expenditure also affected class size. The study shows the importance of taking both a macro and micro approach to the study of class size effects, as data show that many lower socioeconomic status (SES) schools were actually able to achieve at or above the levels of some high SES schools. However, the study provides evidence of the efficacy of class size as a correlate of student achievement in science at grade 8. (Contains 2 figures, 4 tables, and 17 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee