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.
Recommended Citation
Konstantopoulos, S., & Shen, T. (2023). 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, 11(1) SpringerOpen.
The definitive version is available at https://doi.org/10.1186/s40536-023-00182-8
Department(s)
Psychological Science
Keywords and Phrases
Class-size; ECLS-K:2011; Fixed effects estimation; Non-cognitive skills; Teacher characteristics
International Standard Serial Number (ISSN)
2196-0739
Document Type
Article - Journal
Document Version
Final Version
File Type
text
Language(s)
English
Rights
© 2023 The Authors, All rights reserved.
Creative Commons Licensing
This work is licensed under a Creative Commons Attribution 4.0 License.
Publication Date
01 Dec 2023
