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The Long-Term Effects of Small Classes in Early Grades: Lasting Benefits in Mathematics Achievement at Grade 9.
Peer reviewed Peer reviewed
Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – Journal of Experimental Education, 2001
Conducted a 6-year followup of almost 4,000 students in Project STAR in Tennessee, a 4-year, large-scale randomized experiment on the effects of class size. Though follow-up data could not be obtained on more than one-half of the students, class size effects persisted for at least 6 years and remained large enough to be of importance for…
Descriptors: Class Size, Elementary Education, Elementary School Students, High School Students
The Impact of Class Size Reduction on Student Achievement.
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Fidler, Penny – 2001
This study examined the impact of class size reduction (CSR) on achievement among 3rd, 4th, and 5th grade students with different numbers of years of participation in CSR. Single-year matched gains were calculated for the 1997-1998 and 1999-2000 school years. Student progress was assessed using scores from the SAT/9 reading, mathematics, and…
Descriptors: Academic Achievement, Class Size, Elementary Education, English (Second Language)
The Lasting Benefits Study: A Continuing Analysis of the Effect of Small Class Size in Kindergarten through Third Grade on Student Achievement Test Scores in Subsequent Grade Levels: Fourth Grade. Technical Report.
Nye, Barbara A.; And Others – 1991
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 15 students per teacher; (2) regular classes of 24 students per teacher; and (3) regular classes with a teacher's aide. The sample included students from…
Descriptors: Academic Achievement, Class Size, Elementary Education, Elementary School Students