Defends positive results of small classes in Tennessee's Student Teacher Achievement Ratio (STAR) Project reported in his March 2002 "Kappan" article. (PKP)

Criticizes Jeremy Finn's March 2002 "Kappan" article, "Small Classes in American Schools: Research, Practice, and Politics," reporting positive results for small classes in Tennessee's Student Teacher Achievement Ratio (STAR) Project. (PKP)

This study examined the effects of teacher aides on students' academic achievement, addressing: whether the presence of a full-time aide in K-3 classrooms would affect student achievement; whether the presence of an aide in the primary grades would affect students' later academic achievement (grades 4, 6, and 8); and whether the nature of aide…

Used data from Tennessee's Project STAR, a longitudinal class size experiment, to study the cumulative effects of reduced class size in the early grades on academic achievement. Results indicated that controlling for achievement in the previous year, small classes in grades 1-3 yielded statistically significant additional positive effects on…

A former president of the American Federation of Teachers now says that, under the right circumstances, vouchers might help humanize schools. (Author/MLF)

The Lasting Benefits Study is following up the effects of small class size on the achievement of elementary school students in Tennessee's Student/Teacher Achievement Ratio Project (Project STAR). Results show improved achievement for participants in small classes up through grade 3 that last at least through grades 4 and 5. (SLD)

Conclusive research has shown the benefits of small class size (1:15), especially for primary grades. Large-scale projects in Indiana and Tennessee and numerous smaller studies found that youngsters in small classes obtain higher test scores, participate more eagerly, demonstrate improved behavior, and retain these benefits in later schooling…

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…

Serious interest in reducing class size often begins with a key question: What available evidence would support the higher implementation costs? This article discusses positive results of a longitudinal statewide study in Tennessee (Project STAR) and uses findings to specify four guidelines for practitioners and policy makers. Evaluation plans…

Summarizes research findings on a Tennessee experiment in small classes for primary grades--Project STAR (Student/Teacher Achievement Ratio)--and on similar projects in other states. Discusses effects on student achievement and classroom discipline, effects of small classes versus larger classes with teacher aide, costs, long-term impacts, and…

Class size in elementary grades has taken on added importance recently. Research on the topic is finally getting some attention. Legislative and administrative actions to reduce deficits are pushing for larger class sizes, in addition to eliminating nonessential curricular activities, such as music, drama, and art. In Florida, various institutions…

Argues that study findings indicate that lowered class size increases student achievement and improves school attitudes. Counter argument indicates there is little educational payoff and great monetary expense in small reductions in class size. (RH)

Before a St. Louis (Missouri) school could raise student achievement, its principal had to break through several "false ceilings" to create a new standard of student performance. To achieve this goal, the principal refrained from underestimating her "at-risk" students, provided enrichment instead of remediation programs,…

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)

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…