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| Achilles, C. M. | 7 |
| Finn, J. D. | 7 |
| Sharp, Mark | 2 |
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| Krieger, Jean D. | 1 |
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Download full textAchilles, C. M.; Krieger, Jean D.; Finn, J. D.; Sharp, Mark – 2003
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…
Descriptors: Academic Achievement, Class Size, Primary Education, Small Classes
Achilles, C. M.; Sharp, Mark; Finn, J. D. – 1998
The term "class size" refers to the number of students who regularly appear in a teacher's classroom and for whom that teacher is primarily responsible and accountable. "Pupil-teacher ratio" (PTR), in contrast, is an estimate commonly computed by dividing the number of students at a site by the number of professionals who serve or work there.…
Descriptors: Academic Achievement, Class Size, Educational Research, Elementary Secondary Education
Achilles, C. M.; Finn, J. D. – 1998
This paper provides a summary of class-size research, most of it conducted since 1970. Points are presented as suggestions for policy, for use in schools, and as a basis for added research. Combining the results of various studies allows for some speculation about the possibilities for implementing small class size in the elementary grades.…
Descriptors: Academic Achievement, Class Size, Educational Research, Elementary Secondary Education
Achilles, C. M.; Finn, J. D. – 2000
The federal class-size-reduction initiative and programs such as Wisconsin's Project SAGE (Student Achievement Guarantee in Education) provide funds for a variety of "small-class models," including intact small classes with one teacher, team-taught classes with 30 or more students and 2 full-time teachers, "push-in" or…
Descriptors: Academic Achievement, Class Size, Comparative Analysis, Educational Change
Achilles, C. M.; Egelson, Paula; Finn, J. D. – 1998
Educational research has provided evidence about the effectiveness of small classes. Overall, research suggests that teachers in small classes find more time for individualized instruction, and that they find more opportunities for enrichment and curriculum changes. Most of the changes seem to have occurred because easing the constraints of a…
Descriptors: Academic Achievement, Class Size, Educational Research, Instructional Effectiveness
Achilles, C. M.; Finn, J. D. – 2000
The core work of educational administration is school improvement, especially improved school outcomes. The leader must know what to do, why some interventions work better than others, and how to implement them. Longitudinal experimental research, meta-analyses, and evaluations have definitely shown that small classes, at least in K-3, provide an…
Descriptors: Administrator Education, Administrator Qualifications, Administrator Responsibility, Administrator Role
Achilles, C. M.; Finn, J. D. – 2002
In this paper, the authors examine several factors related to class size. The purpose of the presentation is to: (1) trace the evolution of class-size research; (2) briefly describe the Student Achievement Ratio (STAR) class-size experiment; (3) summarize the early and the later student outcomes of STAR participants; (4) outline the…
Descriptors: Class Size, Educational Change, Educational Improvement, Educational Innovation
