Dynamic Model of Classroom Performance

Open Access
Morris, Montana D
Area of Honors:
Bachelor of Science
Document Type:
Thesis Supervisors:
  • Joris Pinkse, Thesis Supervisor
  • Russell Paul Chuderewicz, Honors Advisor
  • education
  • class size
  • specialization
  • disruption model
In primary education, a trend exists where the level of specialization of the teachers tends to increase as grade level increases. A transition from these generalists to specialists occurs as both the difficulty of the material increases and as the maturity of the students’ increases. A dynamic performance model will be presented to illustrate this progression through optimal conditions. Not only does this presentation provide an explanation for the varying degrees of specialization, it does so within the confines of a disruption model, where misbehaving students negatively affect classroom productivity. Disruption models provide us with further insight into the choice of classroom size, such as the decrease in the number of classes when the wage market for teachers sees an increase, as Edward Lazear discussed in his disruption model from 2001. Thus, this model of administrative decision will provide a mathematical framework that explains both the change in class size and teacher specialization over the course of primary schooling for a given group of students.