The Question of School Resources and Student Achievement

Hedges, Larry V.; Pigott, Therese D.; Polanin, Joshua R.; Ryan, Ann Marie; Tocci, Charles; Williams, Ruth

doi:10.3102/0091732x16667070

Cited by 22 publications

(21 citation statements)

References 44 publications

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“…Hedges et al (2016) asserted that school context is paramount when studying student‐level outcomes and that it might be impossible to generate clear evidence about the effects of monetary resources on student achievement. Rather than attempting to estimate the aggregate effects of educational resources, they recommend that scholars should focus on specific school resources, such as school counselors, and how such resources affect student outcomes.…”

mentioning

confidence: 99%

Student‐to‐School Counselor Ratios: A Meta‐Analytic Review of the Evidence

Kearney

Akos

Domina

et al. 2021

Jour of Counseling & Develop

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Recent school counselor research has focused on the association between student‐to‐school counselor ratios and student‐level outcomes. The American School Counselor Association endorses a 250:1 ratio, despite little research evidence to support this recommendation. This study investigates the relationship between counselor ratios and a variety of student‐level outcomes through a systematic review and meta‐analysis. Using an inclusive search approach and a random‐effects model, we find that increased ratios (more students per counselor) lead to a small, negative effect on student‐level outcomes. Significant biases in the research designs of the extant studies limit our interpretations. We discuss implications for future research and considerations for practitioners.

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confidence: 99%

Student‐to‐School Counselor Ratios: A Meta‐Analytic Review of the Evidence

Kearney

Akos

Domina

et al. 2021

Jour of Counseling & Develop

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“…Much of US educational policy has had a compensatory frame, seeking to improve outcomes for the most disadvantaged students, and recognizing that this may mean providing different resources for different students (Hedges et al, 2016). This has been motivated by programmes like title I funding for schools serving large shares of low income students and 'Head start' for providing quality learning opportunities for preschool-aged children.…”

Section: Discussionmentioning

confidence: 99%

Discovering Treatment Effect Heterogeneity Through Post-Treatment Variables with Application to the Effect of Class Size on Mathematics Scores

Ertefaie

Hsu

Page

et al. 2018

Journal of the Royal Statistical Society Series C: Applied Statistics

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Summary Class size reduction represents an appealing but costly education policy lever. A crucial question, therefore, is whether certain types of students benefit particularly from small classes, i.e. are there effect modifiers for the benefit of small classes? We use data from the Tennessee ‘Student/teacher achievement ratio’ study, which is a large randomized experiment of class size to address this question. In the Tennessee study, a challenge is that relatively few potential effect modifiers were measured at baseline. Yet many proxies for effect modifiers were measured after baseline. In an experiment, treatment effect modification based on pretreatment variables can be assessed by using standard regression techniques. For post‐treatment variables, however, such regression approaches are valid only under a strong sequential ignorability assumption. We develop two instrumental‐variable‐based approaches for studying effect modification based on post‐treatment variables. The key advantage of the method proposed is that it allows relaxation of the strong sequential ignorability assumption. However, this advantage comes at the cost of reliance on alternative assumptions that can be challenging to verify. We provide evidence that students who are not academically engaged outside the classroom benefit more from small classes than students who are academically engaged.

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“…However, the statistical models used to examine the relationship between school inputs and student outcomes are not consistent across studies and do not support causal inferences. The researchers conclude that PPE may not be related to academic achievement (Hedges et al, 2016). In a study by Connor et al (2017) researchers found that improving academic knowledge, also improved students' oral and reading comprehension.…”

Section: Resources For Conducting Science Experimentsmentioning

confidence: 93%

“…A non-statistical relationship between per-pupil expenditure (PPE) and pupils' achievement is reported in (Hedges et al, 2016) based on a meta-analytic review. However, the statistical models used to examine the relationship between school inputs and student outcomes are not consistent across studies and do not support causal inferences.…”

Section: Resources For Conducting Science Experimentsmentioning

confidence: 99%

Correlates of Science Classroom Teaching With Southeast Asian and East Asian Eighth Graders’ Science Achievement in Timss 2015

Lay

2021

PEC

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Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS assessments. Keywords: TIMSS, comparative study, classroom teachings, science achievement

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The Question of School Resources and Student Achievement

Cited by 22 publications

References 44 publications

Student‐to‐School Counselor Ratios: A Meta‐Analytic Review of the Evidence

Student‐to‐School Counselor Ratios: A Meta‐Analytic Review of the Evidence

Discovering Treatment Effect Heterogeneity Through Post-Treatment Variables with Application to the Effect of Class Size on Mathematics Scores

Correlates of Science Classroom Teaching With Southeast Asian and East Asian Eighth Graders’ Science Achievement in Timss 2015

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