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Sohn, Kitae – School Effectiveness and School Improvement, 2016
Understanding the effects of class size reduction (CSR) has been an enduring issue in education. For the past 3 decades, Project STAR has stimulated research and policy discussions regarding the effects of CSR on a variety of outcomes. Schanzenbach (2007) reviewed STAR studies and concluded that small classes improved student academic outcomes.…
Descriptors: Class Size, Small Classes, Educational Policy, Outcomes of Education
Gagne, Jeff – Southern Regional Education Board (SREB), 2012
Most states nationwide have had policies for several decades that limit the number of students assigned to public K-12 classrooms. Southern Regional Education Board (SREB) states, led by Tennessee and Texas, spearheaded this effort in the 1980s, and SREB's own "Legislative Briefings" have marked the growth of class-size policies across…
Descriptors: Class Size, Elementary Secondary Education, Academic Achievement, Educational Policy
Mascall, Blair; Leung, Joannie – Leadership and Policy in Schools, 2012
In a study of Ontario, Canada's province-wide Primary Class Size Reduction (PCS) Initiative, school districts' ability to direct and support schools was related to their experience with planning and monitoring, interest in innovation, and its human and fiscal resource base. Districts with greater "resource capacity" were able to…
Descriptors: Class Size, Foreign Countries, Educational Policy, Fiscal Capacity
Finn, Jeremy D. – Education and the Public Interest Center, 2010
In 2002, voters in Florida approved a constitutional amendment limiting class sizes in public schools to 18 students in the elementary grades, 22 students in middle grades, and 25 in high school grades. Analyzing statewide achievement data for school districts from 2004-2006 and for schools in 2007, this study purports to find that "mandated…
Descriptors: Class Size, Small Classes, Program Effectiveness, Educational Policy
Januszka, Cynthia; Dixon-Krauss, Lisbeth – Childhood Education, 2008
A substantial amount of controversy surrounds the issue of class size in public schools. Parents and teachers are on one side, touting the benefits of smaller class sizes (e.g., increased academic achievement, greater student-teacher interaction, utilization of more innovative teaching strategies, and a decrease in discipline problems). On the…
Descriptors: Educational Policy, Small Classes, Literature Reviews, Discipline Problems
Schrag, Peter – Brookings Papers on Education Policy, 2007
California was, and remains, the largest "experiment" in class-size reduction (CSR) in the country's history. Its sweeping program to reduce the state's classes in kindergarten through the third grade covered nearly 2 million students and dropped the average class size from almost twenty-nine students per class, and often a great many…
Descriptors: Class Size, At Risk Students, Educational Policy, Elementary Schools
Mitchell, Douglas; And Others – 1989
Finding an unequivocable answer to the class size issue is vitally important to the future of American public education. Sorting out conflicting viewpoints and determining supportable conclusions are this report's primary purpose. Three factors--research motivation, the effects of confounding variables, and problems related to distinguishing…
Descriptors: Academic Achievement, Class Size, Educational Policy, Elementary Secondary Education
Achilles, Charles M.; Price, William J. – School Business Affairs, 1999
From a cost-benefit viewpoint, investing school revenues in small K-3 classes has great potential for improving productivity. Statewide class reduction initiatives in Indiana, Tennessee, Texas, and Wisconsin have positively influenced student achievement, behavior, citizenship, and development. Districts cannot afford to ignore this mounting…
Descriptors: Cost Effectiveness, Educational Benefits, Educational Finance, Educational Policy

Odden, Allan – Educational Evaluation and Policy Analysis, 1990
Literature on the relation between class size and student achievement is reviewed, and policy alternatives are suggested. Class size reduction strategies, focusing on individual or small group tutoring, are proposed for primary and secondary instruction. Implementing these strategies requires ambitious staff development programs. (SLD)
Descriptors: Academic Achievement, Class Size, Classroom Environment, Educational Improvement

Brewer, Dominic J.; Krop, Cathy; Gill, Brian P.; Reichardt, Robert – Educational Evaluation and Policy Analysis, 1999
Estimates the operational costs of nationwide class-size-reduction programs under various policy alternatives, including the specified class size, flexibility in implementation, and whether the policy is targeted toward at-risk students. Depending on the options, estimated costs range from about $2 billion per year to over $11 billion per year.…
Descriptors: Class Size, Cost Effectiveness, Costs, Educational Finance
Hruz, Thomas – Wisconsin Policy Research Institute Report, 2000
Wisconsin's Student Achievement Guarantee in Education (SAGE) program demonstrates that small class sizes have unclear achievement benefits and that improvements remain isolated in small populations. SAGE grants $2,000 per low income student to elementary schools agreeing to class sizes of 15 students, extended hours, a rigorous curriculum, and…
Descriptors: Academic Achievement, Achievement Gains, Class Size, Educational Finance

Addonizio, Michael F.; Phelps, James L. – Journal of Education Finance, 2000
A survey of one national and three statewide studies (in Tennessee, Texas, and Alabama) of class-size achievement effects revealed no consistent pattern across various subjects and grade levels. However, smaller classes can improve student achievement, particularly in early grades and when teacher quality remains constant. (Contains 36 footnotes.)…
Descriptors: Academic Achievement, Achievement Gains, Cost Effectiveness, Disadvantaged Youth
McCluskey, Neal – 2002
"Smaller is better" is often the mantra of school leaders with regard to class size, while the benefits of smaller schools are ignored. Benefits of small classes seem obvious--teachers with fewer students could devote more time to each student. Conducted in 1985-89, Tennessee's Project STAR (Student/Teacher Achievement Ratio) found that…
Descriptors: Academic Achievement, Class Size, Educational Change, Educational Environment
Peevely, Gary; Hedges, Larry; Nye, Barbara A. – Journal of Education Finance, 2005
The effects of class size on academic achievement have been studied for decades. Although the results of small-scale, randomized experiments and large-scale, econometric studies point to positive effects of small classes, some scholars see the evidence as ambiguous. Recent analyses from a 4-year, large-scale, randomized experiment on the effects…
Descriptors: Small Classes, Grade 3, Resource Allocation, Teacher Salaries
Financing Education in the Twenty-first Century: What State Legislative Trends of the 1990s Portend.

Crampton, Faith E. – Journal of Education Finance, 2001
Reviews 1999 school finance legislation, analyzes 1994-99 state education finance activity, and discusses established and emergent trends in funding for school infrastructure, educational technology, charter schools, student achievement (class-size reduction, school-year extensions, reading instruction, and alternative placements), teacher…
Descriptors: Academic Achievement, After School Programs, Charter Schools, Educational Equity (Finance)
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