Abstract
The present study examined differences in the relation between prior and subsequent achievement that have been attributed to class size. The participants were second graders. Sample schools (N=48) were selected in 2 steps: (a) sampling from public elementary schools throughout Japan, including more than 1 single second-grade class with varying probabilities, and (b) excluding schools that introduced small-group instruction in their Japanese language classes. The pupils took Japanese language achievement tests twice: in July as prior achievement, and in December as subsequent achievement. A hierarchical linear model that predicts individual pupils’ subsequent achievement from their prior achievement and class size was analyzed. The results suggested that the change in achievement scores of the pupils in small classes was higher compared to pupils whose prior achievement was at an average level.
