Conducted a 6-year followup of almost 4,000 students in Project STAR in Tennessee, a 4-year, large-scale randomized experiment on the effects of class size. Though follow-up data could not be obtained on more than one-half of the students, class size effects persisted for at least 6 years and remained large enough to be of importance for…

Between 1985 and 1989, the Student Teacher Achievement Ratio (STAR) Project studied the effect of class size on student achievement in Tennessee schools. The study examined: (1) small classes of 13 to 17 students per teacher; (2) regular classes of 22 to 25 students per teacher; and (3) regular classes with a teacher's aide. The sample included…

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…

The use of recent college graduates as volunteer teachers has increased in recent years with the growth of the Teach for America program and alternative middle schools for at-risk children from low income homes. Very few studies to date have investigated the effects of the use of such teachers on student learning and engagement in school. The…

Research shows that the minority/white achievement gap is real and is having devastating effects on youth and society. However, school leaders can influence certain educational causes and correlates (like teacher qualifications and expectations). Programs must be individualized, and narrowing the achievement gap should become a national priority.…