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Jackson, Erika; Page, Marianne E. – Economics of Education Review, 2013
Most evaluations of education policies focus on their mean impacts; when distributional effects are investigated it is usually by comparing mean impacts across demographic subgroups. We argue that such estimates may overlook important treatment effect heterogeneity; in order to appreciate the full extent of a policy's distributional impacts one…
Descriptors: Educational Change, Educational Policy, Small Classes, Academic Achievement
Romanik, Dale – Research Services, Miami-Dade County Public Schools, 2010
This Information Capsule examines the background and history in addition to research findings pertaining to class size reduction (CSR). This Capsule concludes that although educational researchers have not definitively agreed upon the effectiveness of CSR, given its almost universal public appeal, there is little doubt it is here to stay in some…
Descriptors: Academic Achievement, Teacher Effectiveness, Cost Effectiveness, Program Effectiveness

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
Johnson, Donald P. – School Business Affairs, 2001
Although class-size reductions cannot guarantee better student performance, the Tennessee and Wisconsin experiences, along with other studies, suggest that successful programs share key characteristics: concentration in the primary schooling years, classes with not more than 20 students, greater benefits for urban minority students, and alignment…
Descriptors: Academic Achievement, Class Size, Educational Change, Elementary Education
Schwartz, Wendy – 2003
Researchers have long investigated whether smaller classes improve student achievement. Their conclusions suggest that class size reduction (CSR) can result in greater in-depth coverage of subject matter by teachers, enhanced learning and stronger engagement by students, more personalized teacher-student relationships, and safer schools with fewer…
Descriptors: Academic Achievement, Class Size, Educational Change, Elementary Secondary Education
Finn, Jeremy D.; Pannozzo, Gina M.; Achilles, Charles M. – Review of Educational Research, 2003
Small classes in the elementary grades have been shown to boost students' academic performance. However, researchers continue to seek a consistent, integrated explanation of "why" small classes have positive effects. This article forwards the hypothesis that when class sizes are reduced, major changes occur in students' engagement in the…
Descriptors: Class Size, Student Behavior, Correlation, Small Classes
Thompson, Charles L.; Cunningham, Elizabeth K. – 2001
This report summarizes research on the effects of class size reduction, outlines lessons learned from large-scale class size reduction initiatives in California and Wisconsin, and draws out implications of the research and lessons for class size reduction in North Carolina. The evidence that smaller classes promote increased learning is strongest…
Descriptors: Academic Achievement, Class Size, Educational Change, Educational Finance
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
Achilles, C. M. – Regional Educational Laboratory Southeast, 2005
Class size reduction has been shown to, among other things, improve academic achievement for all students and particularly for low-income and minority students. With the No Child Left Behind Act's heavy emphasis on scientifically based research, adequate yearly progress, and disaggregated results, one wonders why all children aren't enrolled in…
Descriptors: Class Size, Federal Legislation, Educational Improvement, Federal Programs
Jepsen, Christopher; Rivkin, Steven – Public Policy Institute of California, 2002
Intuitively, class size reduction is a good idea. Parents support it because it means that their children will receive more individual attention from teachers. Teachers like it for the same reason and also because it creates a more manageable workload. It is generally assumed that the fewer students in a class, the better they will learn and the…
Descriptors: Low Income Groups, Urban Schools, Achievement Tests, Teacher Shortage