Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Grade 1 | 2 |
| Small Classes | 2 |
| Academic Achievement | 1 |
| Class Size | 1 |
| Classroom Techniques | 1 |
| Educational Change | 1 |
| Educational Strategies | 1 |
| Grade 3 | 1 |
| Identification | 1 |
| Learner Engagement | 1 |
| Low Achievement | 1 |
| More ▼ | |
Publication Type
| Reports - Descriptive | 2 |
| Journal Articles | 1 |
Education Level
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 3 | 1 |
Audience
Location
| California | 1 |
| Washington | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkBabcock, Philip; Betts, Julian R. – National Bureau of Economic Research, 2009
Do smaller classes boost achievement mainly by helping teachers impart specific academic skills to students with low academic achievement? Or do they do so primarily by helping teachers engage poorly behaving students? The analysis uses the grade 3 to 4 transition in San Diego Unified School District as a source of exogenous variation in class…
Descriptors: Relationship, Class Size, Academic Achievement, Grade 1
Linik, Joyce Riha – Northwest Education, 2000
A federal grant enabled the Tacoma (Washington) school district to hire additional first-grade teachers, provide ongoing staff development, and encourage teacher collaboration. In smaller classes, children are more focused, get the attention they need, and present fewer discipline problems. Relationships with parents have also improved. A sidebar…
Descriptors: Classroom Techniques, Educational Change, Educational Strategies, Grade 1
