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You cited a study of college-age students and a study from France when there is a wealth of domestic data ready for your to cite and you expect the claims to be

by evgen 16y ago

You cited a study of college-age students and a study from France when there is a wealth of domestic data ready for your to cite and you expect the claims to be taken seriously? As far as your claim that these were the first two on-point google results, I guess it just depends on what you search for: http://lmgtfy.com/?q=research+class+size+student+achievement http://lmgtfy.com/?q=research+class+size+student+achievement I beleive that you are misreading the Konstantantopoulos and Chun if you think that it agrees with you. An achievement gain of that size in education is actually quite significant and both the abstract and text make this clear. To dismiss the fact that the study followed a third grade class for five years and showed improvement down the line by saying that "they don't even bother to look past grade 8" is more spin than reasoned analysis. Once again, please provide the links to papers that show that smaller class sizes do not have a long-term positive impact on student performance. So far it seems you are much like the anti-CSR group I mentioned previously, all spin and bullshit. Prove me wrong.

yummyfajitas 16y ago
Why the hostility? You picked a different search term than I did, big whoop (I picked "class size student outcome"). I guess that makes me a bullshit artist. Now, you may be right that a 0.04-0.12 standard deviation improvement is large within the field of educational interventions. All that proves is that the entire field of educational interventions has produced little/no gains. This is how small 0.12 standard deviations is: http://imgur.com/BJDHc http://imgur.com/BJDHc You and the authors can attempt to spin that as something significant, but it doesn't contradict Patrick's original assertion. He claimed that smaller classes "do little, if anything, for education." You cited a source showing that they do little. You didn't contradict him. Here is my citation, which shows that smaller classes "do little, if anything, for education": Spyros Konstantopoulos and Vicki Chun, What Are the Long-Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study, American Journal of Education 116, November 2009.

by evgen 16y ago

yummyfajitas 16y ago

Why the hostility? You picked a different search term than I did, big whoop (I picked "class size student outcome"). I guess that makes me a bullshit artist. Now, you may be right that a 0.04-0.12 standard deviation improvement is large within the field of educational interventions. All that proves is that the entire field of educational interventions has produced little/no gains. This is how small 0.12 standard deviations is: http://imgur.com/BJDHc http://imgur.com/BJDHc You and the authors can attempt to spin that as something significant, but it doesn't contradict Patrick's original assertion. He claimed that smaller classes "do little, if anything, for education." You cited a source showing that they do little. You didn't contradict him. Here is my citation, which shows that smaller classes "do little, if anything, for education": Spyros Konstantopoulos and Vicki Chun, What Are the Long-Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study, American Journal of Education 116, November 2009.