In 2002, voters in Florida approved a constitutional amendment limiting class sizes in public schools to 18 students in the elementary grades, 22 students in middle grades, and 25 in high school grades. Analyzing statewide achievement data for school districts from 2004-2006 and for schools in 2007, this study purports to find that "mandated…

Used Tennessee Project STAR data to examine the impact of the duration of participation in small classes on K-3 students' later school performance. Year in which students started and number of years they participated in small classes were important mediators of benefits gained. Starting early and continuing for at least 3 years were necessary to…

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…

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…

Provides a brief overview of the current status of class-size reduction programs; summarizes research that has moved districts and states to seek class-size reduction; calls attention to the misapplication of the research in some contexts; discusses questions about smaller classes that remain unanswered; describes current research into the…

Explains difference between class size and pupil-teacher ratio. States that terms should not be used interchangeably. Asserts that effective class-size-reduction efforts must include early intervention, duration, and intensity. Reports results of recent studies of the effects of Tennessee Student Teacher Achievement Ratio (STAR) Project on student…

This study considered the nature of student engagement and its relation to academic achievement, showing that engagement is an essential ingredient of learning and achievement. A review of the literature on class size suggested a strong link between small classes and positive engagement behavior. To examine the potential lasting effect of…

New federal proposals have fueled national interest in class-size reduction (CSR). However, CSR raises numerous concerns, some of which are addressed in this policy brief. The text draws on the experiences of states and districts that have implemented CSR. The brief addresses the following 15 concerns: Do small classes in and of themselves affect…

Effects of class size on academic achievement were studied for 2 years using 6,572 kindergartners in Tennessee assigned to large classes (22 to 25 students) or small classes (13 to 17 students). Significant benefits of small class size were seen in reading and mathematics achievement, especially for minority students. (SLD)

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)

The authors examined the conditions that promote or discourage engagement in the classroom among kindergarten students. Engagement included learning behaviors (on-task behavior) and pro- and antisocial behavior. The authors examined 3 policy-manipulable features of kindergarten classrooms: (a) whether the class met for a half day or full day, (b)…

This investigation addressed 3 questions about the long-term effects of early school experiences: (a) Is participation in small classes in the early grades (K-3) related to high school graduation? (b) Is academic achievement in K-3 related to high school graduation? (c) If class size is related to graduation, is the relationship explained by the…

Pupils (N=1,755) in 232 elementary school classes in Tennessee participated in a 3-year longitudinal study of the effects of reduced class size on reading and mathematics performance. The small-class setting increased performance significantly in both mathematics and reading, and it had an especially strong impact in inner-city schools.…

Researchers followed up on fourth graders from Project STAR, a reduced class size experiment. Using norm and criterion-referenced achievement tests and teacher ratings of student effort, initiative, and behavior, they found significant small class carry-over effects on every achievement measure and significant participation differences in small…

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…