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Direct linkWhitehurst, Grover J.; Chingos, Matthew M. – Brookings Institution, 2011
Class size is one of the small number of variables in American K-12 education that are both thought to influence student learning and are subject to legislative action. Legislative mandates on maximum class size have been very popular at the state level. In recent decades, at least 24 states have mandated or incentivized class-size reduction…
Descriptors: Class Size, Elementary Secondary Education, Small Classes, Performance Factors
Peer reviewedTurley, Steve; Nakai, Karen – Educational Leadership, 1998
California's K-3 Class Size Reduction Initiative (1996) called for a 20:1 student-teacher ratio. Passage of this initiative created an unexpected teacher shortage and presented California teacher-education faculties with several dilemmas having long-term implications. When districts hired uncertified student teachers on an emergency-permit basis,…
Descriptors: Class Size, Primary Education, Small Classes, State Legislation
Download full textIllig, David C. – 1997
Four initiatives to reduce class size are before the California State Legislature--SB 1414, AB 2449, the Governor's proposal, and AB 2821. Three of them were influenced by the findings reported by Tennessee's Project Student Teacher Achievement Ratio (STAR). Project STAR is a longitudinal demonstration project that since 1985 has examined the…
Descriptors: Academic Achievement, Class Size, Longitudinal Studies, Outcomes of Education
Peer reviewedRitter, Gary W.; Boruch, Robert F. – Educational Evaluation and Policy Analysis, 1999
Examines the origins of Tennessee's Project Student/Teacher Achievement Ratio (STAR) and explores what it was about Tennessee in the mid-1980s that fostered the development of this experimental approach to class size. Highlights the connection between the research world and the political world that resulted in the STAR project. (SLD)
Descriptors: Class Size, Educational History, Educational Research, Elementary Education
Helmich, Edith; Wasem, Leighton – 1985
Most teachers and the public believe that children in kindergarten and the primary grades benefit from small classes because of children's need for individualized instruction and teacher attention. This report, part of a comprehensive policy study of early childhood education, presents a review of the research on the effect of class size on…
Descriptors: Achievement, Adjustment (to Environment), Child Development, Class Size
Public Policy Institute of California, 2002
This research brief summarizes a report by Christopher Jepsen and Steven Rivkin, "Class Size Reduction, Teacher Quality, and Academic Achievement in California Public Elementary Schools" (2002) [ED497298]. Intuitively, class size reduction is a good idea. Parents support it because it means that their children will receive more…
Descriptors: Public Policy, Teacher Characteristics, School Districts, Academic Achievement
