Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 1 |
Descriptor
Source
Educational Leadership | 5 |
Peabody Journal of Education | 2 |
Phi Delta Kappan | 2 |
Journal of Policy Analysis… | 1 |
Northwest Education | 1 |
Oxford Review of Education | 1 |
Author
Achilles, Charles M. | 2 |
Folger, John | 2 |
Bain, Helen P. | 1 |
Blatchford, Peter | 1 |
Bohrnstedt, George | 1 |
Breda, Carolyn | 1 |
Ehrle, Karen | 1 |
Finn, Jeremy D. | 1 |
Halbach, Anke | 1 |
Kirst, Michael | 1 |
Linik, Joyce Riha | 1 |
More ▼ |
Publication Type
Reports - Descriptive | 13 |
Journal Articles | 12 |
Information Analyses | 2 |
Opinion Papers | 1 |
Education Level
Elementary Education | 1 |
Grade 1 | 1 |
Grade 2 | 1 |
Grade 3 | 1 |
Kindergarten | 1 |
Audience
Administrators | 1 |
Practitioners | 1 |
Researchers | 1 |
Teachers | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Sims, David – Journal of Policy Analysis and Management, 2008
The California class size reduction program provided schools with cash rewards for K-3 classes of 20 or fewer students. I show how program rules made it possible for schools to save money by using mixed-grade classes to meet class size reduction obligations while maintaining larger average class sizes. I also show that this smoothing of students…
Descriptors: Class Size, Scores, Rewards, Teaching Experience

Zahorik, John A. – Educational Leadership, 1999
SAGE is a five-year class-size-reduction program being implemented in 80 Wisconsin schools. A longitudinal, evaluative study is being conducted in 30 SAGE schools. Small classes have three effects leading to increased individualization: fewer discipline problems, greater knowledge of students, and more teacher enthusiasm (using directive methods).…
Descriptors: Academic Achievement, Individualized Instruction, Longitudinal Studies, Primary Education

Halbach, Anke; Ehrle, Karen; Zahorik, John; Molnar, Alex – Educational Leadership, 2001
Evaluation of a Wisconsin initiative compared academic progress in three types of smaller K-3 classes (15 students per teacher) with that in comparison schools. Smaller classes had fewer discipline problems, more time for instruction and individualization, varied instructional strategies, and more content and in-depth coverage. (Contains 10…
Descriptors: Discipline, Individualized Instruction, Primary Education, Small Classes
Maxson, Robert C.; Maxson, Sylvia P. – Phi Delta Kappan, 2002
Describes how the faculty of the College of Education at California State University, Long Beach, developed an academically rigorous, hands-on teacher credentialing program, with guaranteed results, to meet the demand created in July 1996 when the governor proposed an immediate reduction in class size to a 20-to-1 student/teacher ratio for grades…
Descriptors: Higher Education, Preservice Teacher Education, Primary Education, Schools of Education

Turley, Steve; Nakai, Karen – Educational Leadership, 1998
California's K-3 Class Size Reduction Initiative (1996) called for a 20:1 student-teacher ratio. Passage of this initiative created an unexpected teacher shortage and presented California teacher-education faculties with several dilemmas having long-term implications. When districts hired uncertified student teachers on an emergency-permit basis,…
Descriptors: Class Size, Primary Education, Small Classes, State Legislation

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

Achilles, Charles M. – Educational Leadership, 1996
Tennessee's Project STAR (Student Teacher Achievement Ratio) randomly assigned 7,000 K-3 students to small classes (13-17 pupils), regular classes (22-26 pupils), and regular-with-aide classes. Small classes ameliorate large schools' effects, reduce grade retention and discipline problems, benefit minority students substantially, allow students…
Descriptors: Academic Achievement, Class Size, Discipline, Educational Benefits

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
Stecher, Brian; Bohrnstedt, George; Kirst, Michael; McRobbie, Joan; Williams, Trish – Phi Delta Kappan, 2001
Although second- and third-year evaluations of California's K-3 class-size reduction program show modest achievement gains, these improvements have had large costs. Interdistrict inequities have been exacerbated as the teacher work force increased 38 percent, qualifications dropped, and implementation costs soared. Recommendations are discussed.…
Descriptors: Achievement Gains, Administrative Problems, Cost Effectiveness, Educational Benefits
Georgia State Dept. of Education, Atlanta. – 2000
This report discusses the activities and outcomes of Special Instructional Assistance (SIA) an early intervention, prevention program designed to help Georgia students with identified developmental delays overcome the effects of those delays on academic achievement. The central tenet of the program is to provide more individualized instruction to…
Descriptors: Academic Achievement, Developmental Delays, Early Intervention, Elementary Education

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
Linik, Joyce Riha – Northwest Education, 2000
A federal grant enabled the Tacoma (Washington) school district to hire additional first-grade teachers, provide ongoing staff development, and encourage teacher collaboration. In smaller classes, children are more focused, get the attention they need, and present fewer discipline problems. Relationships with parents have also improved. A sidebar…
Descriptors: Classroom Techniques, Educational Change, Educational Strategies, Grade 1

Blatchford, Peter; Mortimore, Peter – Oxford Review of Education, 1994
Reports that the debate over class size in schools has become more heated in recent years. Examines recent research and attempts to answer three questions regarding class size and academic achievement. Concludes that there is a link between the 2, but only in the early years and only with classes smaller than 20 students. (CFR)
Descriptors: Academic Achievement, Achievement Gains, Class Size, Classroom Environment