Class size and teacher effects on non-cognitive outcomes in grades K-3: a fixed effects analysis of ECLS-K:2011 data
Abstract This study examines the association between class size, teacher characteristics and five non-cognitive student outcomes (i.e., self-control, interpersonal skills, approaches to learning, externalizing and internalizing problem behaviors) in grades K-3. Individual fixed-effects, that control...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2023-09-01
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| Series: | Large-scale Assessments in Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40536-023-00182-8 |
| _version_ | 1827709305637306368 |
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| author | Spyros Konstantopoulos Ting Shen |
| author_facet | Spyros Konstantopoulos Ting Shen |
| author_sort | Spyros Konstantopoulos |
| collection | DOAJ |
| description | Abstract This study examines the association between class size, teacher characteristics and five non-cognitive student outcomes (i.e., self-control, interpersonal skills, approaches to learning, externalizing and internalizing problem behaviors) in grades K-3. Individual fixed-effects, that control for observed and unobserved time-invariant factors, including student and school time-constant variables, are employed to analyze national data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011). Results suggest a significant linear association between reducing class size and interpersonal skills. Teacher experience is saliently, positively and significantly related with student self-control, interpersonal skills, and approaches to learning, and negatively associated with externalizing problem behaviors. Teacher education and certification were not associated with any of the five non-cognitive outcomes. Changing schools had a negative effect on student’s self-control. |
| first_indexed | 2024-03-10T17:19:07Z |
| format | Article |
| id | doaj.art-40b51e5862514995b48c55bd3ea21b91 |
| institution | Directory Open Access Journal |
| issn | 2196-0739 |
| language | English |
| last_indexed | 2024-03-10T17:19:07Z |
| publishDate | 2023-09-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Large-scale Assessments in Education |
| spelling | doaj.art-40b51e5862514995b48c55bd3ea21b912023-11-20T10:22:43ZengSpringerOpenLarge-scale Assessments in Education2196-07392023-09-0111112410.1186/s40536-023-00182-8Class size and teacher effects on non-cognitive outcomes in grades K-3: a fixed effects analysis of ECLS-K:2011 dataSpyros Konstantopoulos0Ting Shen1Michigan State UniversityPsychological Science, Missouri University of Science and TechnologyAbstract This study examines the association between class size, teacher characteristics and five non-cognitive student outcomes (i.e., self-control, interpersonal skills, approaches to learning, externalizing and internalizing problem behaviors) in grades K-3. Individual fixed-effects, that control for observed and unobserved time-invariant factors, including student and school time-constant variables, are employed to analyze national data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011). Results suggest a significant linear association between reducing class size and interpersonal skills. Teacher experience is saliently, positively and significantly related with student self-control, interpersonal skills, and approaches to learning, and negatively associated with externalizing problem behaviors. Teacher education and certification were not associated with any of the five non-cognitive outcomes. Changing schools had a negative effect on student’s self-control.https://doi.org/10.1186/s40536-023-00182-8Class-sizeTeacher characteristicsNon-cognitive skillsFixed effects estimationECLS-K:2011 |
| spellingShingle | Spyros Konstantopoulos Ting Shen Class size and teacher effects on non-cognitive outcomes in grades K-3: a fixed effects analysis of ECLS-K:2011 data Large-scale Assessments in Education Class-size Teacher characteristics Non-cognitive skills Fixed effects estimation ECLS-K:2011 |
| title | Class size and teacher effects on non-cognitive outcomes in grades K-3: a fixed effects analysis of ECLS-K:2011 data |
| title_full | Class size and teacher effects on non-cognitive outcomes in grades K-3: a fixed effects analysis of ECLS-K:2011 data |
| title_fullStr | Class size and teacher effects on non-cognitive outcomes in grades K-3: a fixed effects analysis of ECLS-K:2011 data |
| title_full_unstemmed | Class size and teacher effects on non-cognitive outcomes in grades K-3: a fixed effects analysis of ECLS-K:2011 data |
| title_short | Class size and teacher effects on non-cognitive outcomes in grades K-3: a fixed effects analysis of ECLS-K:2011 data |
| title_sort | class size and teacher effects on non cognitive outcomes in grades k 3 a fixed effects analysis of ecls k 2011 data |
| topic | Class-size Teacher characteristics Non-cognitive skills Fixed effects estimation ECLS-K:2011 |
| url | https://doi.org/10.1186/s40536-023-00182-8 |
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