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Varying effectiveness of teaching versus class size

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Ejsmont W.

Mathematical Economics

2011

issue 7 (14)

51-64

In the article, the author attempts to measure the changing effectiveness of learning in different-sized classes in Poland. For this purpose, he uses models for panel data. The application of panel models for measuring effectiveness was launched by M. Aitkins and N. Longford in 1986. The author also introduces the concept of unevenness of teaching effectiveness. In the second part of the article he applies the data to the proper models and draws conclusions from the obtained results.

Optimum class size. Testing lazear’s theorem with intermediate mathematics scores in Polish secondary schools

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Biernacki M., Ejsmont W.

Didactics of Mathematics

2012

issue 9(13)

15-24

The paper is directed at testing Lazear’s proposition which argues that educational outcome depends on the non-uniformity of distribution of knowledge and skills of students and on class size. Lazear asserts that students’ performance achieves its maximum when students are segregated by skills and behaviour. Using the 2010 data (mathematics scores in gimnazjum and maturity exams), we corroborate this theorem. We also demonstrate that improved teaching conditions in Polish primary schools and gimnazjums, i.e. lower class sizes, better salaries of teachers and higher unit costs did not result in an increased educational outcome as measured by the final examination scores in primary and secondary schools between 2006 and 2011.

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1 Didactics of Mathematics

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2 Ejsmont W.

1 Biernacki M.

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Varying effectiveness of teaching versus class size

Optimum class size. Testing lazear’s theorem with intermediate mathematics scores in Polish secondary schools