| How large are teacher effects? B Nye, S Konstantopoulos, LV Hedges Educational evaluation and policy analysis 26 (3), 237-257, 2004 | 2703 | 2004 |
| The effects of small classes on academic achievement: The results of the Tennessee class size experiment B Nye, LV Hedges, S Konstantopoulos American Educational Research Journal 37 (1), 123-151, 2000 | 473 | 2000 |
| The long-term effects of small classes: A five-year follow-up of the Tennessee class size experiment B Nye, LV Hedges, S Konstantopoulos Educational Evaluation and Policy Analysis 21 (2), 127-142, 1999 | 402 | 1999 |
| Comparing the impact of online and face-to-face professional development in the context of curriculum implementation B Fishman, S Konstantopoulos, BW Kubitskey, R Vath, G Park, H Johnson, ... Journal of teacher education 64 (5), 426-438, 2013 | 390 | 2013 |
| Fixed effects and variance components estimation in three‐level meta‐analysis S Konstantopoulos Research Synthesis Methods 2 (1), 61-76, 2011 | 335 | 2011 |
| The impact of a project‐based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and … DE Kanter, S Konstantopoulos Science education 94 (5), 855-887, 2010 | 272 | 2010 |
| Trends of school effects on student achievement: Evidence from NLS: 72, HSB: 82, and NELS: 92 S Konstantopoulos Teachers College Record 108 (12), 2550-2581, 2006 | 261 | 2006 |
| Separate but correlated: The latent structure of space and mathematics across development. KS Mix, SC Levine, YL Cheng, C Young, DZ Hambrick, R Ping, ... Journal of Experimental Psychology: General 145 (9), 1206, 2016 | 219 | 2016 |
| Do low-achieving students benefit more from small classes? Evidence from the Tennessee class size experiment B Nye, LV Hedges, S Konstantopoulos Educational Evaluation and Policy Analysis 24 (3), 201-217, 2002 | 178 | 2002 |
| The persistence of teacher effects in elementary grades S Konstantopoulos, V Chung American Educational Research Journal 48 (2), 361-386, 2011 | 164 | 2011 |
| Family background and school effects on student achievement: A multilevel analysis of the Coleman data S Konstantopoulos, GD Borman Teachers College Record 113 (1), 97-132, 2011 | 147 | 2011 |
| What are the long-term effects of small classes on the achievement gap? Evidence from the lasting benefits study S Konstantopoulos, V Chung American Journal of Education 116 (1), 125-154, 2009 | 146 | 2009 |
| Do small classes reduce the achievement gap between low and high achievers? Evidence from Project STAR S Konstantopoulos The Elementary School Journal 108 (4), 275-291, 2008 | 144 | 2008 |
| Do minorities experience larger lasting benefits from small classes? B Nye, LV Hedges, S Konstantopoulos The Journal of Educational Research 98 (2), 94-100, 2004 | 141 | 2004 |
| Effects of teachers on minority and disadvantaged students' achievement in the early grades S Konstantopoulos The Elementary School Journal 110 (1), 92-113, 2009 | 134 | 2009 |
| Are effects of small classes cumulative? Evidence from a Tennessee experiment B Nye, LV Hedges, S Konstantopoulos The Journal of Educational Research 94 (6), 336-345, 2001 | 127 | 2001 |
| The long-term effects of small classes in early grades: Lasting benefits in mathematics achievement at grade 9 B Nye, LV Hedges, S Konstantopoulos The Journal of Experimental Education 69 (3), 245-257, 2001 | 124 | 2001 |
| What happens to students placed into developmental education? A meta-analysis of regression discontinuity studies JC Valentine, S Konstantopoulos, S Goldrick-Rab Review of Educational Research 87 (4), 806-833, 2017 | 123 | 2017 |
| Who are America's gifted? S Konstantopoulos, M Modi, LV Hedges American Journal of Education 109 (3), 344-382, 2001 | 118 | 2001 |
| Teacher effects, value-added models, and accountability S Konstantopoulos Teachers College Record 116 (1), 1-21, 2014 | 105 | 2014 |
Larry V. HedgesNorthwestern UniveristyVerified email at northwestern.edu
