A consistent body of research shows that large classes have been perceived by teachers as an obstacle to deliver quality teaching. This large-scale study sought to investigate further those differential effects by asking 1,119 teachers from 321 K-12 schools in New South Wales (Australia) their perceptions of ideal class size for a variety of…

Describes Project STAR, the Tennessee class-size study, from the research design through study findings. Data collection for STAR students will continue through 1999, but early findings suggest that small class size in the early years of school continues to have beneficial impacts through the high school years. (SLD)

The report of the National Council of Teachers of English Task Force on Study of Class Size and Workload in Secondary English Instruction takes the position that class size should be studied by itself and also in conjunction with other variables. It also identifies subject matter and instructional design as types of variables combining with class…

This study investigated the possible causes of the contradiction between the results of two projects. Indiana's Prime Time project compared the achievement of students in large (averaging 26 students) and small (averaging 19 students) classrooms in grades 1 through 3. Results indicated that 3 years in smaller classes had little effect on student…

Discusses research (Tennessee Study of Class Size) that determined the effects of smaller class size in the earliest grades on short- and long-term pupil performance. The 4-year study assessed the performance of over 6,500 students who attended K-3 classrooms having differing numbers of students and found evidence of short- and long-term benefits…