Differences in Class Size and Teacher Effects Between Racial Student Groups: Evidence From ECLS-K:2011 (Early Childhood Longitudinal Study–Kindergarten Class of 2011)

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Abstract

Evidence about class size and teacher effects for various race groups (e.g., Black, Hispanic students) has been scant. This study addresses this important matter and examines class size and teacher effects on students’ educational outcomes in early grades. We utilize individual fixed-effects methodology to analyze data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Findings reveal that small class increased achievement, self-control and interpersonal skills for Hispanic and White students. Teacher certification is associated positively with self-control and negatively with externalizing behaviors for Black students, and negatively with internalizing behaviors for Hispanic students. Teacher experience is positively related to self-control and interpersonal skills for White students, and negatively related to externalizing behaviors for Black and Asian students.

Authors

• Spyros Konstantopoulos, Michigan State University

• Ting Shen, Missouri University of Science & Technology