Class-size Reduction Policies and the Quality of Entering Teachers

State-wide class-size reduction (CSR) policies have typically failed to produce large achievement gains. One explanation is that the introduction of such policies forces schools to hire relatively low-quality teachers. This paper uses data from an anonymous state to explore whether teacher quality suff ered from the introduction of CSR. We find that it did, but not nearly enough to explain the small achievement effects of CSR. The combined fall in achievement due to hiring lower quality teachers and more inexperienced teachers is small relative to the unrealized gains. Furthermore, between-school diff erences in the quality of incoming teachers cannot explain the poor estimated CSR performance from previous quasi-experimental treatment-control comparisons.

The effect of class size on student achievement: evidence from Bangladesh

This study examines the effect of class size on student achievement in Bangladesh using national secondary school survey data. A Ministry of Education rule regarding allocation of teachers to secondary grades is exploited to construct an instrument for class size. This rule causes a discontinuity between grade enrolment and class size thereby generating exogenous variation in the latter. It is found that OLS and IV estimates of class size effects have perverse signs: both yield a positive coefficient on the class size variable. The results suggest that reduction in class size in secondary grades is not efficient in a developing country like Bangladesh. Last, as by-product, some evidence is found suggesting that greater competition among schools improve student achievement.

Explaining the effects of class size on faculty and students

This study explored the effects of class size on faculty and students. Specifically, it examined the relationship of class size and students' participation in class, faculty interactive styles, and academic environment and how these behaviors affected student achievement (percentage of students passing). The sample was composed of 629 students in 30 sections of Algebra I at a large, urban community college. A survey was administered to the students to solicit their perceptions on their participation in class, their faculty interaction style, and the academic environment in their classes. Selected classes were observed to triangulate the findings. The relationship of class size to student participation, faculty interactive styles, and academic environment was determined by using hierarchical linear modeling (HLM). A significant difference was found on the participation of students related to class size. Students in smaller classes participated more and were more engaged than students in larger classes. Regression analysis using the same variables in small and large classes showed that faculty interactive styles significantly predicted student achievement. Stepwise regression analyses of student and faculty background variables showed that (a) students' estimate of GPA was significantly related to their achievement (r = .63); (b) older students reported more participation than did younger ones, (c) students in classes taught by female, Hispanic faculty earned higher passing grades, and (d) students' participation was greater with adjunct professors. Class observations corroborated these findings. The analysis and observational data provided sufficient evidence to warrant the conclusion that small classes were not always most effective in promoting achievement. It was found that small classes may be an artifact of ineffectual teaching, actual or by reputation. While students in small classes participate and are more engaged than students in larger classes, the class-size effect is essentially due to what happens in instruction to promote learning. The interaction of the faculty with students significantly predicted students' achievement regardless of class size. Since college students select their own classes, students do not register for classes taught by faculty with poor teaching reputation, thereby leading to small classes. Further studies are suggested to determine reasons why classes differ in size.

Class Size Reduction: A Significant Option for Improving Student Learning

Raising academic standards is a driving force behind public school initiatives. True educational reform requires a data-driven approach to choosing valid options for student improvement. We discuss current and continuing research that provides evidence that class size reduction, with related variables, is a significant option for improving student learning.

Class Size Reduction for the State of Florida: Is This the Solution for a Better Education?

Smaller class sizes have a positive impact on student achievement but Florida struggles with the problem of how to achieve smaller classes. Through a review of the literature, this paper discusses some of the programs currently used across the US, with the focus on Florida. Conclusions and implications are presented.

Class Size Matters in Florida

In this paper, the researcher investigates the benefits of using smaller class sizes in Florida as compared to its projected costs. Six class size research studies are analyzed for experimental integrity and generalizability. There is also a discussion of the politics behind the class size movement in Florida.

Estimating Dynamic Treatment Effects from Project STAR (Working Paper 36)

This paper considers the analysis of data from randomized trials which offer a sequence of interventions and suffer from a variety of problems in implementation. In experiments that provide treatment in multiple periods (T>1), subjects have up to 2^{T}-1 counterfactual outcomes to be estimated to determine the full sequence of causal effects from the study. Traditional program evaluation and non-experimental estimators are unable to recover parameters of interest to policy makers in this setting, particularly if there is non-ignorable attrition. We examine these issues in the context of Tennessee's highly influential randomized class size study, Project STAR. We demonstrate how a researcher can estimate the full sequence of dynamic treatment effects using a sequential difference in difference strategy that accounts for attrition due to observables using inverse probability weighting M-estimators. These estimates allow us to recover the structural parameters of the small class effects in the underlying education production function and construct dynamic average treatment effects. We present a complete and different picture of the effectiveness of reduced class size and find that accounting for both attrition due to observables and selection due to unobservable is crucial and necessary with data from Project STAR

Size invariant measures of association: characterization and difficulties

A measure of association is row-size invariant if it is unaffected by the multiplication of all entries in a row of a cross-classification table by a same positive number. It is class-size invariant if it is unaffected by the multiplication of all entries in a class (i.e., a row or a column). We prove that every class-size invariant measure of association as-signs to each m x n cross-classification table a number which depends only on the cross-product ratios of its 2 x 2 subtables. We propose a monotonicity axiom requiring that the degree of association should increase after shifting mass from cells of a table where this mass is below its expected value to cells where it is above .provided that total mass in each class remains constant. We prove that no continuous row-size invariant measure of association is monotonic if m ≥ 4. Keywords: association, contingency tables, margin-free measures, size invariance, monotonicity, transfer principle.

Grain-size distributions and bulk chemistry of sediment core MD00-2361

The terrigenous fraction of sediments from a deep-sea sediment core recovered from the northwestern Western Australian continental slope offshore North West Cape, SE Indian Ocean, reveals a history of Western Australian climate throughout the last 550 ka. End-member modelling of a data set of grain-size distributions (n = 438) of the terrigenous sediment fraction allows to interpret the record in terms of aeolian and fluvial sediment deposition, both related to palaeo-environmental conditions in the North West Cape area. The data set can be best described by two aeolian end members and one fluvial one. Changes in the ratio of the two aeolian end members over the fluvial one are interpreted as aridity variations in northwestern Western Australia. These grain-size data are compared with bulk geochemical data obtained by XRF scans of the core. Log-ratios of the elements Zr/Fe and Ti/Ca, which indicate a terrigenous origin, corroborate the grain-size data. We postulate that the mid- to late Quaternary near North West Cape climate was relatively arid during the glacial and relatively humid during the interglacial stages, owing to meridional shifts in the atmospheric circulation system. Opposite to published palaeo-environmental records from the same latitude (20°S) offshore Chile and offshore Namibia, the Australian aridity record does not show the typical southern hemisphere climate variability of humid glacials and dry interglacials, which we interpret to be the result of the relatively large land mass of the Australian continent, which emphasises a strong monsoonal climatic system.

The reasons behind the progression in PISA scores: An education production function approach using semi-parametric techniques

Research Masters

The effects of regional educational policies on school failure in Spain

This paper presents a regional analysis of the effects of educational policies implemented in Spain between 1992 and 2003, focusing specifically on school failure rates. We consider the impact of expenditure per pupil, class size, and pupil-teacher ratio on dropout rates at the end of compulsory education and on the proportion of early school-leavers in the 18-24 year age group. Our results indicate that higher levels of educational expenditure per pupil and lower class sizes and pupil-teacher ratios reduce rates of dropout and early school-leaving (although class-size is not always significant). However, the magnitude of the effects of these variables is small at the average level.

Integrating environmental education in primary school education in Tanzania : teachers’ perceptions and teaching practices

The study focuses on primary school teachers’ perceptions of environmental education, its integration into primary school education and teachers’ teaching practices in Tanzania. The thesis is based on empirical research. The theoretical underpinnings of the study are based on Palmer’s (1998) model of environmental education. According to the model, meaningful environmental education should include education about, in or through and for the environment. The study is supported by national and international literature from research done on environmental education and education for sustainable development and policy statements. The study is qualitative in nature, adopting phenomenography and phenomenology as points of departure. The empirical data was collected from four primary schools in Morogoro region in Tanzania. The study sample consisted of 31 primary school teachers. Data was collected through interviews and lesson observations. According to the results of the study, primary school teachers expressed variations in their perceptions of environmental education and education for sustainable development. Most of the teachers focused on the aspect of knowledge acquisition. According to Tanzanian education and training policy, environmental education has to be integrated into all subjects. Although there is environmental education in the primary school curriculum, it is not integrated on an equal footing in all subjects. Some subjects like science, social studies and geography have more environmental content than other subjects. Teachers claim that the approach used to integrate environmental education into the school curriculum was not favoured because many claimed that what is to be taught as environmental education in the various subjects is not shown clearly. As a result, many teachers suggested that to ensure that it is taught properly it should be included in the curriculum as an independent subject or as specific topics. The study revealed that teachers’ teaching practices in integrating environmental education varied from one subject to another. Although most of the teachers said that they used participatory methods, lesson observations showed that they limited themselves to question and answer and group discussion. However, the teachers faced a number of barriers in the teaching of environmental education, some of which include lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs.

The self-management approach of health education in the treatment of chronic illnesses

Health education is essential to the successful treatment of individuals with chronic illnesses. Self-management is a philosophical model of health education that has been shown to be effective in teaching individuals with chronic arthritis to manage their illness as part of their daily lives. Despite the proven results of arthritis self-management programs, some limitations of this form of health education were apparent in the literature. The present study attempted to address the problems of the self-management approach of health education such as reasons for lack of participation in programs and poor course outcomes. In addition, the study served to investigate the relationship between course outcomes and participation in programs with the theory upon which arthritis self-management programs are based, known as self-efficacy theory. Through a combination of qualitative and quantitative methodologies, data collection, and analysis, a deeper understanding of the self-management phenomenon in the treatment of chronic arthritic conditions was established. Findings of the study confirm findings of previous studies that suggest that arthritis self-management programs result in enhanced levels of self-efficacy and are effective in teaching individuals with arthritis to self-manage their health and health care. Findings of the study suggest that there are many factors that determine the choice of participants to participate in programs and the outcomes for the individuals who do choose to participate in programs. Some of the major determinants of enrollment and outcomes of programs include: the participant's personality, beliefs, attitudes and abilities, and the degree of emotional acceptance of the illness. Other determinants of course enrollment and outcomes included class size and length of time, timing of participation, and ongoing support after the program. The results of the study are consistent with the self-management literature and confirm the relationship between the underlying philosophies of adult education and Freire's model of education and self-management.

Studies on meroplankton

Plankton community, drawn from a vary wide variety of animal phyla, formed the basic food supply of marine life and indicators of water mass. The term meroplankton generally referred to that portion of the zooplankton which is transient in nature, remaining rest of their lives in the nektonic or benthic environment. This group was selected for intensive studies, considering the role of meroplankton in the economy of the sea and the scarcity of literature on them from the Indian Ocean. The preser .udy besides providing information regarding the fixation and preservation !e _ iniques and biochemical aspects of tropical meroplankton, also consolidates information regarding their zoogeography in the Indian Ocean region, with a view to amplifying the limited information available from this area. The distribution studies are based on the collections made during the International Indian Ocean Expedition (1960-65), whereas the material for preservation and biochemical studies was collected from the coastal waters during 1968-1978. Salient features:- 2% of formaldehyde buffered with 2% borax, added to the plankton in the ratio of 9:1 was found the best fixative. On fixation the plankton underwent shrinkage due to loss of 15 to 87% water. Addition of antioxidants prevented colour fading. Narcotization by different specific reagents prior to fixation reduced distortions due to violent reaction and improved morphological conditions. One percent formaldehyde solution in sea water buffered with borax or neutralised with calcium carbonate perfectly preserved majority of meroplankton. Equally good was one percent propylene phenoxetol buffered with borax. Biochemical compostion of vaioous taxa showed variations according to their age class, size groups metamorphosing stage, feeding mechanism, type of organism fed and time of collection. General distribution studies of 4 meroplankton taxa - Anthozoan larvae, cirripedia larvae, sipunculoid larvae and gastropod larvae stowed abundance in the coastal areas especially during the SW monsoon period. Based on the larval distribution different zoo-geographical areas in the Indian Ocean are differentiated.