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A country level longitudinal study on the effect of student age, class size and socio-economic status - based on PIRLS 2001, 2006 & 2011

Boekbijdrage - Hoofdstuk

This study examined the effect of age, class size, and socio-economic status (SES) on reading achievement through difference-in-difference estimation on country-level data of three cycles of PIRLS (Progress in International Reading Literacy Study): 2001, 2006, and 2011. This longitudinal study did not consistently confirm significant relationships between changes in age, class size, or SES and changes in reading achievement at country-level over three cycles of PIRLS. Nevertheless, in terms of effect sizes, the study did reveal a rather big age and SES effect on achievement, whereas the effect of class sizes remained negligible.
Boek: Educational Policy Evaluation through International Comparative Assessments
Pagina's: 223 - 242
Jaar van publicatie:2014