This article describes a seminar approach for teaching small classes of advanced undergraduates modeled on graduate seminar-style courses. Students act as daily discussion leaders for assigned readings, first in small teams and later individually, and the instructor acts as facilitator. Students received evaluations based on both their active…

This report presents a comprehensive preliminary analysis of how California's Class Size Reduction (CSR) initiative has impacted student achievement during the first 2 years of implementation. The analysis is based on complete student, classroom, and teacher records from 26,126 students in 1,174 classrooms from 83 schools in 8 Southern California…

This study examined the effects of teacher aides on students' academic achievement, addressing: whether the presence of a full-time aide in K-3 classrooms would affect student achievement; whether the presence of an aide in the primary grades would affect students' later academic achievement (grades 4, 6, and 8); and whether the nature of aide…

Four years of research in Tennessee involving more than 6,000 students each year demonstrate that smaller classes can provide substantial gains in student achievement, especially in the early grades. Lists 10 information sources about the effects of class size on student learning. (MLF)

Used data from Tennessee's Project STAR, a longitudinal class size experiment, to study the cumulative effects of reduced class size in the early grades on academic achievement. Results indicated that controlling for achievement in the previous year, small classes in grades 1-3 yielded statistically significant additional positive effects on…

A former president of the American Federation of Teachers now says that, under the right circumstances, vouchers might help humanize schools. (Author/MLF)

Praises United States Secretary of Education William J. Bennett's 1986 report as a readable, provocative document that restores central importance of elementary education. Disagrees with two improvement suggestions: elimination of teaching experience for principals and disregard of class size as an important variable. Sees improved instructional…

Small classes in grades K-3 boost student academic performance in all subjects and in prosocial behavior. Results are both short- and long-term. One study explored the theory that a major cause behind improved academic achievement involves improved student behavior, which increases student engagement in the classroom. Two other studies provide…

This booklet provides a short review of the literature on the small-schools movement and describes the common features of effective small schools, as well as offering examples of two schools that have met with success. It gives a closer look at small-schools facilities and outlines six necessary considerations for local and state leaders. The text…

Analyzes pupil-specific public school data from the 1988 National Education Longitudinal Study. Applies instrumental-variable econometric methods to account for nonrandom allocation of students to different class sizes and the endogenous class-size variable. Improved data and statistical techniques indicate returns to investing in smaller classes…

Discusses alternative-education programs and describes the SKILL (Student Knowledge in Living and Learning) Program that offers high school students small classes with individualized instruction. Describes public-education alternative schools as well as private, religious, and other types of alternative schools, and five sidebars offer other…

Clearly, class-size reduction has become a public-relations issue that educational leaders can use as an opportunity to communicate and gain support for all school reforms. Implications for principals include keeping the school community informed, involving teachers, knowing relevant research, and using creative class-size reduction methods.…

The Federal government will spend $1.2 billion in 1999-2000 on the Clinton administration's Class Size Reduction Initiative. Research on K-3 class-size reduction experiments (such as Tennessee's Project STAR) show positive achievement gains, particularly for minority and inner-city students. However, better teaching and learning must be a program…

Our modular laboratory teaching program is characterized by two major features. First, each course is taught independently and not linked with a particular lecture course. Second, each course is designed to be completed within one-half semester or less. The modular organization has allowed incorporation of the latest technology, reduction of class…

This paper addresses four questions: What are the effects of reducing class size? How important are these effects? How can we explain these effects? and How can we improve the outcomes when class sizes are reduced? A major aim is to provide directions for resolving the paradox as to "Why reducing class size has not led to major improvements in…