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Class Size: Does It Matter for Student Achievement?

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  • Christopher Jepsen

Abstract

Reducing class size is a popular education policy measure with parents, teachers, and policymakers. However, research shows that reducing class size leads to, in most cases, only modest improvements in student achievement. Also, students in early grades appear to gain more from smaller classes than older students. Despite extensive research on class size, much about this relationship is still unknown. Policymakers should be aware that reducing class sizes can be costly, is no guarantee of improved achievement, and is only one of many possible reforms.

Suggested Citation

  • Christopher Jepsen, 2015. "Class Size: Does It Matter for Student Achievement?," Open Access publications 10197/7263, School of Economics, University College Dublin.
    • Handle: RePEc:ucn:oapubs:10197/7263
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    File URL: https://hdl.handle.net/10197/7263
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    Cited by:

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    2. Hayri Eren Suna & Mahmut Ozer & Sadri Sensoy & Bekir Siddik Gur & Selahattin Gelbal & Petek Aşkar, 2021. "Determinants of Academic Achievement in Turkey," Journal of Economy Culture and Society, Istanbul University, Faculty of Economics, vol. 64(64), pages 143-162, December.
    3. Pierre Lefebvre & Philip Merrigan, 2022. "Why Subsidize Independent Schools? Estimating the Effect of a Unique Canadian Schooling Model on Educational Attainment," Mathematics, MDPI, vol. 10(4), pages 1-22, February.
    4. repec:eee:ireced:v:30:y:2019:i:c:p:- is not listed on IDEAS
    5. Matej Opatrny & Tomas Havranek & Zuzana Irsova & Milan Scasny, 2023. "Publication Bias and Model Uncertainty in Measuring the Effect of Class Size on Achievement," Working Papers IES 2023/19, Charles University Prague, Faculty of Social Sciences, Institute of Economic Studies, revised May 2023.
    6. Faten DARWEZ & Khaled JEGUIRIM & Christopher R. BRYANT, 2020. "Class Size and Educational Achievement in Tunisia: A Spatial Econometric Approach," Region et Developpement, Region et Developpement, LEAD, Universite du Sud - Toulon Var, vol. 52, pages 83-104.
    7. Comi, Simona Lorena & Argentin, Gianluca & Gui, Marco & Origo, Federica & Pagani, Laura, 2017. "Is it the way they use it? Teachers, ICT and student achievement," Economics of Education Review, Elsevier, vol. 56(C), pages 24-39.
    8. Eleanor Jawon Choi & Hyungsik Roger Moon & Geert Ridder, 2019. "Within-District School Lotteries, District Selection, and the Average Partial Effects of School Inputs," Korean Economic Review, Korean Economic Association, vol. 35, pages 275-306.
    9. Delaney, Judith M. & Devereux, Paul J., 2021. "Gender and Educational Achievement: Stylized Facts and Causal Evidence," IZA Discussion Papers 14074, Institute of Labor Economics (IZA).
    10. Haepp, Tobias & Lyu, Lidan, 2018. "The Impact of Primary School Investment Reallocation on Educational Attainment in Rural Areas of the People’s Republic of China," ADBI Working Papers 821, Asian Development Bank Institute.
    11. Morton, Emily & Thompson, Paul N. & Kuhfeld, Megan, 2024. "A multi-state, student-level analysis of the effects of the four-day school week on student achievement and growth," Economics of Education Review, Elsevier, vol. 100(C).
    12. Alex Bryson & Lucy Stokes & David Wilkinson, 2020. "Can Human Resource Management Improve Schools' Performance?," LABOUR, CEIS, vol. 34(4), pages 427-440, December.
    13. Abrahamsson, Sara, 2024. "Smartphone Bans, Student Outcomes and Mental Health," Discussion Paper Series in Economics 1/2024, Norwegian School of Economics, Department of Economics.

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    More about this item

    Keywords

    Education; Class size; Student achievement;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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