Professor Steven Rivkin, Professor Eric Hanushek and Dr John F Kain
This paper from the USA addresses the impact of schools and teachers in influencing pupils’ achievement. The research suggests class size has a modest but statistically significant effect on mathematics and reading achievement, though this declined as pupils progressed through school. A better indicator of achievement was the effectiveness of the teaching pupils received.
In line with other research, the researchers found no evidence that a master’s degree improved teaching skills. It also found that teachers tended to see a large improvement in their teaching during their first year, with small gains over later years as they had built up more experience.
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