The purpose of this study is to determine whether the size of class in eighth grade general mathematics affects the achievemnt of pupils in the class.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 94-98).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 94-98). Also available in print.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

The purpose of this study was to explore the impact of class size reduction (CSR) on student performance while implementing Common Core State Standards (CCSS). The researcher sought to examine test scores specifically in 1st grade classrooms during the 1st year implementation of CCSS. Additionally, the researcher wanted to assist school leaders in identifying ways to motivate teachers to perform at the highest level and focus on student outcomes. The results indicated that students in the CSR classes had higher scores than the students in the non-CSR classes in some subjects. The findings from this study were consistent with the studies in the literature. There was a difference in the pre-test scores and the post-test scores of the CSR and non-CSR. The post-test scores were higher for the students enrolled in the reduction classes. School leaders should consider reducing class size and find a balance between CCSS and the Mississippi frameworks. This challenge will require the support and understanding of the entire learning community and other key members of the educational community. School leaders will be primarily responsible for ensuring this new initiative is put into practice at a high level of rigor to ensure that students are prepared for college and/or a career.

This dissertation analyzes the effect of smaller classes on student performance using student-level test score data from the state of Texas, focusing on three specific issues: heterogeneity in the returns to smaller classes across a score distribution of students, the relationship between class size and students' moving decisions, and the connection between smaller classes and schools' class division procedures. I first examine evidence of heterogeneity in the returns to class size reductions across a score distribution of students. I divide students into decile groups based on their previous year test scores, and I estimate the returns to smaller classes for each of the deciles. The empirical evidence supports the hypothesis that there are significant differences in students' responses to class size, based on their previous test scores. I then model the class size effect simultaneously with students' decisions to switch schools, which is important because movers compose a substantial fraction of the dataset, and because class size effects vary between movers and nonmovers. Recognizing that students move for different reasons, only some of which are school-related, I present a two-type moving model in which students are categorized as endogenous movers or exogenous movers. I estimate the model estimated using maximum likelihood. The results reveal key biases in traditional estimates of the moving effect and suggest significant differences in the class size effect across mover types. I also explore the class size effect in conjunction with schools' decisions to sort students into different classes. Using student-level data in which students are linked to specific classes, I disentangle the class size effect from the sorting effect. Including a variable indicating the sorting index of a school decreases the magnitude and significance of the class size effect. I also examine different types of sorting. The findings suggest that sorting students into more homogeneous groups is beneficial for both high and low scoring students.

Thesis (Ph.D.)--University of Tulsa, 1992. / Bibliography: leaves 78-82.

Thesis (Ph. D.)--University of California, San Diego, 1997. / Vita. Includes bibliographical references.

Thesis (PHD)--Virginia Commonwealth University, 2010. / Prepared for: Dept. of Educational Leadership. Title from title-page of electronic thesis. Bibliography: leaves 161-167

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 30, 2006. Dissertation Committee: Patricia Klass (chair), Paul Baker, Larry McNeal, Thomas F. Ryan. Includes bibliographical references (leaves 109-112) and abstract. Also available in print.