Over 400,000 people visited Farnam Street last month to learn howto make better decisions, create new ideas, and avoid stupid errors. With more than 100,000 subscribers to our popular weekly digest, we've become an online intellectual hub. To learn more about we what do, start here.
Class size doesn’t matter
Two Harvard researchers looked at the factors that actually improve student achievement and those that don’t. In a new paper for the National Bureau of Economic Research, Will Dobbie and Roland Freyer analyzed 35 charter schools, which generally have greater flexibility in terms of school structure and strategy.
They found that traditionally emphasized factors such as class size made little difference, compared with some new criteria:
We find that traditionally collected input measures — class size, per pupil expenditure, the fraction of teachers with no certification, and the fraction of teachers with an advanced degree — are not correlated with school effectiveness.
So what is effective?
[W]e show that an index of five policies suggested by over forty years of qualitative research — frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations — explains approximately 50 percent of the variation in school effectiveness.