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Peer reviewedHalbach, 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
Peer reviewedAchilles, 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
