Class Size Effects on Mathematics and Science Achievement in Hong Kong, Japan, Singapore, and Taiwan

• In Event: Hilton Roundtable Session 2
  In Roundtable Session: International Research on STEM

Abstract

The effects of class size on student achievement have been discussed repeatedly in education research and policy in the past decades. However, there is quite limited evidence of class size effects in Asia and the findings have been mixed. This study examines class size effects on fourth grade mathematics and science achievement in Hong Kong, Japan, Singapore, and Taiwan using data from TIMSS 2011. We employ quasi-experimental methodology (i.e., instrumental variables and regression discontinuity) to facilitate causal inferences of class size effects. While we find some evidence of class size effects in Japan, overall there are no systematic patterns of class size effects across countries.

Authors

• Wei Li, University of Alabama

• Spyros Konstantopoulos, Michigan State University