ERIC Number: EJ1149537
Record Type: Journal
Publication Date: 2017-Sep
Abstractor: As Provided
A Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated with Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?
Bowne, Jocelyn Bonnes; Magnuson, Katherine A.; Schindler, Holly S.; Duncan, Greg J.; Yoshikawa, Hirokazu
Educational Evaluation and Policy Analysis, v39 n3 p407-428 Sep 2017
This study uses data from a comprehensive database of U.S. early childhood education program evaluations published between 1960 and 2007 to evaluate the relationship between class size, child-teacher ratio, and program effect sizes for cognitive, achievement, and socioemotional outcomes. Both class size and child-teacher ratio showed nonlinear relationships with cognitive and achievement effect sizes. For child-teacher ratios 7.5:1 and lower, the reduction of this ratio by one child per teacher predicted an effect size of 0.22 standard deviations greater. For class sizes 15 and smaller, one child fewer predicted an effect size of 0.10 standard deviations larger. No discernible relationship was found for larger class sizes and child--teacher ratios. Results were less clear for socioemotional outcomes due to a small sample.
Descriptors: Meta Analysis, Class Size, Early Childhood Education, Teacher Student Ratio, Experimental Groups, Control Groups, Teacher Student Relationship, Effect Size, Hierarchical Linear Modeling, Predictor Variables, Preschool Children, Program Evaluation, Teacher Effectiveness
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Early Childhood Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A110035