Class Size and Educational Achievement: a review of methodology with particular reference to study design[1]
Open Access
- 1 June 1998
- journal article
- review article
- Published by Wiley in British Educational Research Journal
- Vol. 24 (3) , 255-268
- https://doi.org/10.1080/0141192980240302
Abstract
The article reviews research into class size effects from a methodological viewpoint, especially concentrating on the various strengths and weaknesses of randomised controlled trials and observational studies. It discusses population definitions, causation and generally sets out the criteria for valid inferences from such studies. For illustration it presents some new findings from a reanalysis of the large data set from the Tennessee STAR (Student Teacher Achievement Ratio) study.Keywords
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