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Peer reviewedFinn, Jeremy D.; Gerber, Susan B.; Achilles, Charles M.; Boyd-Zaharias, Jayne – Teachers College Record, 2001
Used Tennessee Project STAR data to examine the impact of the duration of participation in small classes on K-3 students' later school performance. Year in which students started and number of years they participated in small classes were important mediators of benefits gained. Starting early and continuing for at least 3 years were necessary to…
Descriptors: Academic Achievement, Class Size, Educational Environment, Primary Education
