A short overview of an experimental evaluation of lower teacher-pupil ratios is presented in this report. The research under review is the Student Teacher Achievement Ratio (STAR) project. This longitudinal project was conducted in Tennessee and was designed to prove to state legislators the efficacy of smaller class sizes. For STAR, evaluation…

In 1989, the Nevada Legislature enacted the Class-Size Reduction (CSR) Act. The measure was designed to reduce the pupil-teacher ratio in the public schools, particularly in the earliest grades. The program was scheduled to proceed in several phases. The first step reduced the student-teacher ratio in selected kindergartens and first grade classes…

This report is designed to help Pennsylvania policymakers compare two current school reform ideas that are intended to improve student achievement: private school vouchers and class size reduction. It begins with a brief history of educational vouchers, then reviews the achievement effects of the Milwaukee, Wisconsin, and Cleveland, Ohio,…

This study evaluated the Class Size Reduction (CSR) program in 34 elementary schools in Kentucky's Jefferson County Public Schools. The CSR program is a federal initiative to help elementary schools improve student learning by hiring additional teachers. Qualitative data were collected using unstructured interviews, site observations, and document…

The Educational Priorities Panel carried out a study of the first year of the class size reduction program for grades K-3 in the New York City public schools by visiting five schools throughout the city and interviewing the principal and at least two teachers involved in implementing the program at each school. In all, 17 interviews were…

Study investigated relationship between class size and end-of-semester evaluation ratings. Size was most highly related to Group Intimacy/Interaction ratings. (Author)

Offers an annotated list of recent literature. Covers areas ranging from studies on class size and problem solving in mathematics, to how school size affects teacher attitudes and an analysis of whether employing technology in teaching pays off for students. Seven publications listed. (NB)

Literature on the relation between class size and student achievement is reviewed, and policy alternatives are suggested. Class size reduction strategies, focusing on individual or small group tutoring, are proposed for primary and secondary instruction. Implementing these strategies requires ambitious staff development programs. (SLD)

The authors present reports of current research on distance education at the FernUniversitat in West Germany. Fritsch discusses adapting distance education techniques for small classes. Kuffner describes procedures for providing feedback to students using personalized computer-generated letters. Klute discusses using a computer with tutorial…

Observes primary grade teachers and students to determine if reduced class size alters the typical organization and procedures of reading programs. Discusses implications for schools and classrooms in terms of helping school personnel clarify their beliefs about reading and instruction and assisting them to act on their beliefs. (MG)

Examined what actually transpires in California's reduced-size classrooms, using systematic classroom observations and teacher and student interviews at four elementary schools. Results indicated that, overall, teachers still used whole-class instruction (though they perceived they used varied instructional strategies). Most learning activities…

Education lacks scientifically sound studies, whether researchers are examining promotion versus retention, class-size effects, or private voucher schemes. American public schools have educated the world's most productive work force, test scores are rising, and more kids graduate than formerly. Educators should demand compelling evidence before…

Investigates teachers' beliefs and attitudes on infant school classes in northern England. Reports on class size preferences and preferential treatment for some groups of children and teachers. Indicates that class size cannot be treated as unidimensional in its impact on the quality of teaching and learning. (CMK)

Most education research has confirmed that small classes yield benefits. Research also has revealed nuances about how and when small classes will work best, where an investment will result in maximum return, and exactly how many students a "small" class should have. The details of these findings can help policymakers strike a practical…

A reanalysis of norm- and criterion-referenced achievement test data from Tennessee's Student Teacher Achievement Ration Project builds on research utilizing class size and student achievement as an independent and a dependent variable, respectively. The study examined patterns of achievement among minority and white students in small, regular,…