Whether timing, intensity, and duration of class size reduction moderate its effect remains an open question in the literature the review synthesises¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review identifies timing (early grades), intensity (how small the class must be), and duration (years spent in small classes) as unresolved moderators of class size effects. → Filges 2018

Evidence¶

Filges 2018¶

Filges, T., Sonne‐Schmidt, C. S., Nielsen, B. C. V. (2018). Small class sizes for improving student achievement in primary and secondary schools: a systematic review. Campbell Systematic Reviews 2018:10. https://doi.org/10.4073/csr.2018.10

q2 · i? · quant-synthesis · r3

Narrative synthesis of background literature on moderators: researchers agree reduction is most effective in primary grades, evidence on whether more years in small classes yields larger gains is mixed, and whether effects are linear or non-monotonic with an optimal class size is disputed.

"Thus, the question of whether the size of reduction and initial class size matters for the magnitude of gain from small classes is still an open question."

Discussion¶

Related Claims¶

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