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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
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
FullText Text:
  Availability: 0
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  Data: Class Size Difference in the Five-Year Trajectories of Elementary School Students' Japanese-Language Standardized Achievement Scores
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  Data: <searchLink fieldCode="AR" term="%22Koyo+Yamamori%22">Koyo Yamamori</searchLink><br /><searchLink fieldCode="AR" term="%22Nadezhda+Murray%22">Nadezhda Murray</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Studies+in+Japan%3A+International+Yearbook%22"><i>Educational Studies in Japan: International Yearbook</i></searchLink>. 2025 (19):91-106.
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  Data: 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
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  Data: Y
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Class+Size%22">Class Size</searchLink><br /><searchLink fieldCode="DE" term="%22Japanese%22">Japanese</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Classes%22">Small Classes</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Graduates%22">College Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation+Rate%22">Graduation Rate</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
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  Data: 1881-4832<br />2187-5286
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  Data: 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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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 91
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      – SubjectFull: Class Size
        Type: general
      – SubjectFull: Japanese
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Small Classes
        Type: general
      – SubjectFull: Instructional Program Divisions
        Type: general
      – SubjectFull: Age Differences
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      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Achievement Tests
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      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: College Graduates
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      – SubjectFull: Graduation Rate
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      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Japan
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      – TitleFull: Class Size Difference in the Five-Year Trajectories of Elementary School Students' Japanese-Language Standardized Achievement Scores
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              Y: 2025
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