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Class Size Effects: Assessing the Evidence, Its Policy Implications, and Future Research Agenda. Conclusion.
Peer reviewed Peer reviewed
Grissmer, David – Educational Evaluation and Policy Analysis, 1999
Summarizes evidence for the effects of class-size reduction from experimental and nonexperimental measurements, addresses questions about the robustness of each type of estimate, and suggests hypotheses that could reconcile differences resulting from conflicting evidence. Discusses potential costs and the implications for future research into the…
Descriptors: Academic Achievement, Class Size, Costs, Experiments
Tennessee's Class Size Study: Findings, Implications, Misconceptions.
Peer reviewed Peer reviewed
Finn, Jeremy D.; Achilles, Charles M. – Educational Evaluation and Policy Analysis, 1999
Describes Tennessee's Student/Teacher Achievement Ratio (STAR) Project, a study of class size, and summarizes its findings with regard to academic achievement and behavior. Positive findings from STAR are providing impetus for class-size-reduction policies. Discusses some criticisms of STAR research and findings. (SLD)
Descriptors: Academic Achievement, Behavior Patterns, Class Size, Elementary Education
Evaluating the SAGE Program: A Pilot Program in Targeted Pupil-Teacher Reduction in Wisconsin.
Peer reviewed Peer reviewed
Molnar, Alex; Smith, Philip; Zahorik, John; Palmer, Amanda; Halbach, Anke; Ehrle, Karen – Educational Evaluation and Policy Analysis, 1999
Evaluated Wisconsin's Student Achievement Guarantee in Education (SAGE) program of class-size reduction through a quasi-experimental, comparative-change design. Results for 1996-97 and 1997-98 are consistent with the positive effects shown for Tennessee's Student/Teacher Achievement Ratio program (STAR). (SLD)
Descriptors: Academic Achievement, Class Size, Educational Change, Elementary Secondary Education
The Long-Term Effects of Small Classes: A Five-Year Follow-Up of the Tennessee Class Size Experiment.
Peer reviewed Peer reviewed
Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – Educational Evaluation and Policy Analysis, 1999
Analyzed data from a five-year followup of students in Tennessee's Student/Teacher Achievement Ratio (STAR) project, a four-year large-scale randomized examination of the effects of class size on academic achievement. Results suggest that class-size benefits persist for at least five years and remain large enough to be important to educational…
Descriptors: Academic Achievement, Class Size, Educational Policy, Educational Research
Some Findings from an Independent Investigation of the Tennessee STAR Experiment and from Other Investigations of Class Size Effects.
Peer reviewed Peer reviewed
Hanushek, Eric A. – Educational Evaluation and Policy Analysis, 1999
Reviews Tennessee's Project Student/Teacher Achievement Ratio (STAR) and puts the results in the context of other nonexperimental evidence about class size. Nonexperimental evidence does not support any achievement gains attributable to class-size reduction, and empirical evidence from STAR has design and implementation flaws that cast doubt on…
Descriptors: Academic Achievement, Class Size, Educational Research, Elementary Education
Class Size and Student Achievement: Research-Based Policy Alternatives.
Peer reviewed Peer reviewed
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
Effects of Class Size and Instruction on Kindergarten Achievement
Peer reviewed Peer reviewed
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Milesi, Carolina; Gamoran, Adam – Educational Evaluation and Policy Analysis, 2006
Although experimental results indicate that smaller classes promote higher achievement in early elementary school, the broader literature on class-size effects is inconclusive. This seeming contradiction raises questions about the generalizability of experimental evidence, an issue that this article addresses by examining the effects of class size…
Descriptors: Young Children, Academic Achievement, Correlation, Classroom Environment