Class Size Difference in the Five-Year Trajectories of Elementary School Students' Japanese-Language Standardized Achievement Scores
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| Title: | Class Size Difference in the Five-Year Trajectories of Elementary School Students' Japanese-Language Standardized Achievement Scores |
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| Language: | English |
| Authors: | Koyo Yamamori, Nadezhda Murray |
| Source: | Educational Studies in Japan: International Yearbook. 2025 (19):91-106. |
| Availability: | Japanese Educational Research Association. #102, Creart Kanda Building, 2-15-2, Kanda-Sudacho, Chiyoda-ku,Tokyo, 101-0041. Tel: +81-3-3253-6630; Fax: +81-3-3254-0477; e-mail: edit@jera.jp; Web site: https://www.jstage.jst.go.jp/browse/esjkyoiku |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Higher Education Postsecondary Education |
| Descriptors: | Class Size, Japanese, Language Proficiency, Elementary School Students, Small Classes, Instructional Program Divisions, Age Differences, Academic Achievement, Achievement Tests, Language Tests, Foreign Countries, College Graduates, Graduation Rate, School Districts |
| Geographic Terms: | Japan |
| ISSN: | 1881-4832 2187-5286 |
| Abstract: | This study examined the effect of class sizes on differences in the trajectories of elementary school students' long-term Japanese language achievement by analyzing panel data composed of standardized achievement test scores at five points from around the end of first grade to around the end of fifth grade. The data for 103 schools, 162 classes, and 3,460 students were analyzed. Multilevel analysis with a model postulating three levels (student and time, student, and school) was conducted. The results suggested that smaller classes are advantageous for students' Japanese language achievement trajectories. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475602 |
| Database: | ERIC |
| Abstract: | This study examined the effect of class sizes on differences in the trajectories of elementary school students' long-term Japanese language achievement by analyzing panel data composed of standardized achievement test scores at five points from around the end of first grade to around the end of fifth grade. The data for 103 schools, 162 classes, and 3,460 students were analyzed. Multilevel analysis with a model postulating three levels (student and time, student, and school) was conducted. The results suggested that smaller classes are advantageous for students' Japanese language achievement trajectories. |
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| ISSN: | 1881-4832 2187-5286 |
