Correlation statistics were computed between class size and drop-out rate for mathematics classes in two suburban community colleges. Correlations were near zero. (JP)

The determination to overcome obstacles springs, in very large part, from the depth of a teacher's sense of commitment. (Author)

A 30-minute lesson on exponents was taught to 249 fourth graders assigned randomly to groups of 1, 2, 5, or 23. Students in the smaller groups had better attainment of ten objectives than did those in the group of 23. Individual instruction was better than instruction in groups of five. (MS)

Reviews Martin N. Olsen's research on variables which affect quality learning in the classroom. (MM)

Discusses the process by which students become attracted to classes. (JOW)

Describes results of a study of the effects of declining enrollment on 200 high schools in the North Central Association, and then lists some positive and negative effects of declining enrollment. (JM)

Lists the strengths and weaknesses of small schools and then makes recommendations for capitalizing on their strengths and compensating for their weaknesses. (JM)

The Educational Research Service examines two meta-analyses of the class size/student achievement literature and concludes that they do not provide new evidence and that many of their conclusions are misleading or unjustified. (IRT)

An author of a meta-analysis of research on student achievement and class size answers criticism of his work. (IRT)

Four observations of 16 agricultural science faculty at work showed that classroom discourse was predominantly at lower cognitive levels. Classes of 51 or more had the fewest higher-level thinking opportunities and 400-level courses had the greatest. The factor having the greatest effect on thinking opportunities was the instructor. (SK)

Reanalyzes literature on the effect of class size on student achievement, showing that results of quantitative summaries of the literature depend critically on whether studies are accorded equal weight. Performs a cost-benefit analysis of class size reduction using data from the Tennessee STAR class size experiment. Results suggest that the…

Using models subjected to extensive specification tests, analysis of data from the National Child Care Staffing Study found that group size, child-staff ratio, and staff education and training have only small impacts on the quality of care provided. (SK)

In a marketing course delivered using Lotus Notes, 32 students were randomly assigned to large or small groups with heavy or light coaching. No differences in interactivity appeared related to group size or gender. More coaching increased the quantity, not quality, of interactivity. Quality seemed to decrease as quantity increased. (Contains 35…

Studied possible effects of small classes on achievement using data from Project STAR, a 4-year, large-scale randomized experiment on the effects of class size. There were unambiguous positive effects of small classes on achievement, but no evidence for differentially larger effects of small classes for lower achieving students. (SLD)

Uses data from the National Child Development Study to estimate the effects of class size. Finds a significant and sizeable association between smaller classes and higher attainment in reading in the early years of schools when using instrumental-variables estimates, with class size instrumented by the interaction between school size and school…