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Galton, Maurice; Pell, Tony – International Journal of Educational Research, 2012
In a four-year study of the effect of class size on pupil outcomes in a sample of 36 primary schools in Hong Kong, it has been found that there are few positive differences in attainment between classes set at less than 25 pupils and those of normal size averaging 38. Three cohorts of pupils were studied. In Cohort 1 pupils spent 3 years in small…
Descriptors: Foreign Countries, Class Size, Small Classes, Longitudinal Studies
Chetty, Raj; Friedman, John N.; Hilger, Nathaniel; Saez, Emmanuel; Schanzenbach, Diane Whitmore; Yagan, Danny – National Bureau of Economic Research, 2010
In Project STAR, 11,571 students in Tennessee and their teachers were randomly assigned to different classrooms within their schools from kindergarten to third grade. This paper evaluates the long-term impacts of STAR using administrative records. We obtain five results. First, kindergarten test scores are highly correlated with outcomes such as…
Descriptors: Early Childhood Education, Small Classes, Program Effectiveness, Kindergarten

Folger, John – Peabody Journal of Education, 1989
Discusses Project STAR, a four-year study of class size reduction on student achievement in the early elementary grades. The paper reviews research on class size, puts Project STAR in context, describes its design and introduces several articles noting research implications for policy debate about class size. (SM)
Descriptors: Academic Achievement, Class Size, Longitudinal Studies, Outcomes of Education
Illig, David C. – 1997
Four initiatives to reduce class size are before the California State Legislature--SB 1414, AB 2449, the Governor's proposal, and AB 2821. Three of them were influenced by the findings reported by Tennessee's Project Student Teacher Achievement Ratio (STAR). Project STAR is a longitudinal demonstration project that since 1985 has examined the…
Descriptors: Academic Achievement, Class Size, Longitudinal Studies, Outcomes of Education
Bain, Helen Pate; And Others – 1988
Recent research suggests that small (1:15) classes in the primary grades improve a student's chance to obtain a solid educational foundation. Funding has proved a major hurdle to definitive class size research. Also, many class size studies are inconclusive, since few are longitudinal. Tennessee is weighing its burgeoning welfare and correctional…
Descriptors: Academic Achievement, Attendance, Class Size, Cost Effectiveness

Folger, John; Breda, Carolyn – Peabody Journal of Education, 1989
Tennessee's four-year Project STAR provided one-third class size reduction in early elementary school. Small class students in all types of schools scored significantly higher than regular class students in reading and math. The article discusses lessons learned and cost-effective ways to reduce class size. (SM)
Descriptors: Academic Achievement, Achievement Gains, Class Size, Cost Effectiveness

Achilles, Charles M.; Finn, Jeremy D.; Bain, Helen P. – Educational Leadership, 1998
Tennessee's Project STAR (Student Teacher Achievement Ratio), a large longitudinal project involving students in kindergarten through third grade, has provided important information about class-size effects on pupil achievement and development. The project showed that small classes provided higher student outcomes and better student behaviors than…
Descriptors: Academic Achievement, Educational Benefits, Educational Equity (Finance), Equal Education

Mitchell, Douglas E.; And Others – Peabody Journal of Education, 1989
Article reanalyzes and expands upon data from Tennessee's Project STAR which examined the effects of class size reduction on student achievement in the primary grades. It describes six competing theories of class size impact on achievement and test performance, settling on the student group/modeling interpretation of study data. (SM)
Descriptors: Academic Achievement, Achievement Gains, Class Size, Data Interpretation

Evertson, Carolyn M.; Randolph, Catherine H. – Peabody Journal of Education, 1989
Examines second and third grade data from Project STAR, a reduced class size study. Observers viewed teachers, some of whom received inservice training on effective teaching and class type. Observers' narratives and ratings of class activities and interaction indicated little change in teaching practices regardless of class type or training. (SM)
Descriptors: Academic Achievement, Class Size, Grade 2, Grade 3