Effects of Class Composition on Academic Achievement: A Two-Cohort Repeated Measurement Study

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Abstract

We analyzed repeated measurement data of secondary school students to show effects of class composition on academic achievement. Sample 1 consisted of N = 1004 students from 44 classes. Students worked on reading, spelling, mathematics, and intelligence tests in grade 5 (T1) and grade 7 (T2). Sample 2 with N = 842 students from 39 classes was tested two years later with the same instruments. Class averages of all T1 achievement measures plus percentages of girls, percentages of immigrant students, and class-average SES were used as composition variables. Multi-level analyses revealed for all T2 outcomes that T1 individual prior achievement was the strongest predictor. Effects of SES and migration background were negligible. Composition effects were relatively small, particularly in reading.

Authors

• Olaf Koeller, Leibniz Institute for Science and Math Education

• Jan Retelsdorf, IPN - Leibniz Institute for Science and Mathematics Education

• Michael Leucht, Leibniz Institute for Science and Mathematics Education (IPN)

• Friederike Zimmermann, Institute of Psychology, Kiel University

• Kerstin Schütte, IPN