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Direct linkShin, Yongyun; Raudenbush, Stephen W. – Journal of Educational and Behavioral Statistics, 2011
This article addresses three questions: Does reduced class size cause higher academic achievement in reading, mathematics, listening, and word recognition skills? If it does, how large are these effects? Does the magnitude of such effects vary significantly across schools? The authors analyze data from Tennessee's Student/Teacher Achievement Ratio…
Descriptors: Small Classes, Correlation, Reading Achievement, Mathematics Achievement
Yan, Wenfan; Lin, Qiuyun – Early Education and Development, 2005
The study explored the effects of two kindergarten program organization factors--length of school day and class size--on kindergartners' reading, math and general knowledge achievement at the end of the kindergarten year. Two waves of data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) with an…
Descriptors: Young Children, Minority Group Children, Class Size, Kindergarten
Nye, Barbara A.; And Others – 1991
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 15 students per teacher; (2) regular classes of 24 students per teacher; and (3) regular classes with a teacher's aide. The sample included students from…
Descriptors: Academic Achievement, Class Size, Elementary Education, Elementary School Students
