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Peer reviewedMcNamara, James F. – International Journal of Educational Reform, 1998
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…
Descriptors: Academic Achievement, Cost Effectiveness, Elementary Education, Longitudinal Studies
Peer reviewedAchilles, C. M.; And Others – Journal of School Leadership, 1993
Summarizes a major longitudinal study (Project STAR) conducted in Tennessee between 1985 and 1989, provides some results updating STAR findings through 1992, and suggests research-based courses of action. Class-size research in primary grades is showing the efficacy of small classes of 1:15. Application of early experimental results in 17 poor…
Descriptors: Class Size, Educational Benefits, Elementary Education, Longitudinal Studies
Download full textAchilles, C. M. – 1998
A short overview of an experimental evaluation of lower teacher-pupil ratios is presented in this report. The research under review is the Student Teacher Achievement Ratio (STAR) project. This longitudinal project was conducted in Tennessee and was designed to prove to state legislators the efficacy of smaller class sizes. For STAR, evaluation…
Descriptors: Academic Achievement, Class Size, Classroom Environment, Comparative Analysis
Nye, Barbara A.; And Others – 1992
Between 1985 and 1989, the Student Teacher Achievement Ratio (STAR) Project studied the effect of class size on student achievement in Tennessee schools. The study examined: (1) small classes of 13 to 17 students per teacher; (2) regular classes of 22 to 25 students per teacher; and (3) regular classes with a teacher's aide. The sample included…
Descriptors: Academic Achievement, Achievement Tests, Class Size, Elementary Education
