Achievement Differences and School Type: The Role of School Climate, Teacher Certification, and Instruction

Sarah Theule Lubienski et.al., “Achievement Differences and School Type: The Role of School Climate, Teacher Certification, and Instruction,” American Journal of Education 115, November 2008. This multilevel analysis of National Assessment of Educational Progress (NAEP) mathematics data on over 270,000 fourth and eighth graders in over 10,000 schools finds that smaller class size is significantly correlated with achievement.

Categories Research and Links | Tags: | Posted on April 12, 2011

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