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The number of pupils and educational effects in comprehensive secondary schools

Author

Listed:
  • Jan Polcyn

    (Stanisław Staszic University of Applied Sciences in Piła)

Abstract

Motivation: There may be a significant correlation between the number of pupils in a school and their learning performance. Some studies point to the negative impact of schools with a large number of pupils on the educational results achieved. At the same time, the demographic crisis that has been deepening steadily for several years now represents an important motivation for rationalising the existing network of schools. Aim: The aim of the study was to determine the optimum size of schools based on the criterion of examination results expressed through educational value added. Results: The analyses conducted in this study showed that the comprehensive secondary schools with over 600 pupils had the highest learning outcomes as expressed through educational value added. The lowest educational effectiveness was found in schools with less than 150 pupils. A dependency was discovered whereby the effectiveness of education increases as the number of pupils grows. Due to the lack of data concerning examination results in schools with more than 1,000 pupils (value indicated in American studies as the threshold value for positive learning outcomes), it was not possible to determine the maximum number of pupils that guarantees satisfactory learning outcomes.

Suggested Citation

  • Jan Polcyn, 2017. "The number of pupils and educational effects in comprehensive secondary schools," Ekonomia i Prawo, Uniwersytet Mikolaja Kopernika, vol. 16(2), pages 185-200, June.
    • Handle: RePEc:cpn:umkeip:v:16:y:2017:i:2:p:185-200
    DOI: 10.12775/EiP.2017.013
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    References listed on IDEAS

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    1. Andrews, Matthew & Duncombe, William & Yinger, John, 2002. "Revisiting economies of size in American education: are we any closer to a consensus?," Economics of Education Review, Elsevier, vol. 21(3), pages 245-262, June.
    2. Schwartz, Amy Ellen & Stiefel, Leanna & Wiswall, Matthew, 2016. "Are all schools created equal? Learning environments in small and large public high schools in New York City," Economics of Education Review, Elsevier, vol. 52(C), pages 272-290.
    3. Tom Coupé & Anna Olefir & Juan Diego Alonso, 2016. "Class size, school size and the size of the school network," Education Economics, Taylor & Francis Journals, vol. 24(3), pages 329-351, June.
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    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A21 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Pre-college
    • A29 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Other

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