Educators from a rural school describe the alternative program their school developed to help students who were seriously isolated, anxious, and disengaged--some of whom were falling through the cracks. These students are placed in smaller ELA, math, and science classes (usually with two teachers) so they receive more attention. They also enjoy…

Distressed by their students' reading failure rate, teachers at two Georgia schools developed a parallel block-scheduling plan that allows for whole-class instruction, direct-instruction miniclasses, and enrichment labs for all students. Success depends on matching creative, resourceful teachers to the enrichment lab positions. Over the past two…

SAGE is a five-year class-size-reduction program being implemented in 80 Wisconsin schools. A longitudinal, evaluative study is being conducted in 30 SAGE schools. Small classes have three effects leading to increased individualization: fewer discipline problems, greater knowledge of students, and more teacher enthusiasm (using directive methods).…

Evaluation of a Wisconsin initiative compared academic progress in three types of smaller K-3 classes (15 students per teacher) with that in comparison schools. Smaller classes had fewer discipline problems, more time for instruction and individualization, varied instructional strategies, and more content and in-depth coverage. (Contains 10…

Describes benefits of small classes based on 28 years of experience as elementary teacher. Includes establishing a successful classroom community, more time for students, fewer discipline problems, personalized assessment, and more opportunity to use best teaching practices. (PKP)

California's K-3 Class Size Reduction Initiative (1996) called for a 20:1 student-teacher ratio. Passage of this initiative created an unexpected teacher shortage and presented California teacher-education faculties with several dilemmas having long-term implications. When districts hired uncertified student teachers on an emergency-permit basis,…

Tennessee's Project STAR (Student Teacher Achievement Ratio) randomly assigned 7,000 K-3 students to small classes (13-17 pupils), regular classes (22-26 pupils), and regular-with-aide classes. Small classes ameliorate large schools' effects, reduce grade retention and discipline problems, benefit minority students substantially, allow students…

Provides reasons why class size and school size are important school improvement ideas; highlights findings of selected research on class size and school size; relates personal teaching experience supporting benefits of both small classes and small schools; describes results of a study of an eight-teacher school-within-a-school in Chicago.…

Tennessee's Project STAR (Student Teacher Achievement Ratio), a large longitudinal project involving students in kindergarten through third grade, has provided important information about class-size effects on pupil achievement and development. The project showed that small classes provided higher student outcomes and better student behaviors than…

Blaming unsatisfactory student achievement on the middle school concept is a case of mistaken identity. Too many middle schools have failed to fully implement the middle school concept. Based on statements from the Carnegie Council and the National Middle School Association, the middle school concept calls for improved academic achievement for all…

A recent study by Civic Enterprises for the Bill and Melinda Gates Foundation examined the views of diverse youth, ages 16-25, who had failed to complete high school. "The Silent Epidemic: Perspectives of High School Dropouts" lists students' reasons for leaving school and suggests actions that schools, states, and the federal government can take.…