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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: School Organization
Research Issues and FindingsJournal ArticlesEJ650380 EA539774The Efficient Mix of Staffing Resources. Author: Marlow, Michael L. Availability: http://exchanges.state.gov/forum/ Journal Citation: School Administrator, v59 n7 p34-36 Aug 2002 Publication Date: 2002 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJDEC2002 Abstract: Results of California study that indicate, among other things, that hiring more administrators raises verbal SAT scores and lowers dropout rates. Findings also suggest that reducing class size and hiring more teachers but fewer administrators may not raise student test scores--at least in California. (PKP) Descriptors: Academic Achievement; *Administrators; *Class Size; Dropouts; Educational Economics; Elementary Secondary Education; Resource Allocation Identifiers: California EJ649893 TM524321 Relationships between Class Size and Teaching: A Multimethod Analysis of English Infant Schools. Author: Blatchford, Peter; Moriarty, Viv; Edmonds, Suzanne; Martin, Clare Availability: Hudson Institute, P.O. Box 26-919, Indianapolis, IN 46226 ($19.95, subcriptions). E-mail: amoutlook@hudson.org; Web site: http://ao.hudson.org/index.cfm. Journal Citation: American Educational Research Journal, v39 n1 p101-32 Spr 2002 Publication Date: 2002 ISSN: 0002-8312 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV2002 Abstract: Studied connections between class size and teaching interactions using a multimethod approach and data from a longitudinal study of more than 10,000 children and their teachers over 3 years. Results show, overall, that in smaller classes, there is more individualized teacher support for learning. Interprets results in the context of teacher time allocation, research on teacher effectiveness, and post- Vygotskian approaches to teaching. (SLD) Descriptors: *Class Size; Early Childhood Education; *Elementary School Students; Foreign Countries; Longitudinal Studies; *Teacher Effectiveness; Teaching Methods Identifiers: *England EJ643786 RC515247 Small Classes in American Schools: Research, Practice, and Politics. Author: Finn, Jeremy D. Availability: Converge, 100 Blue Ravine Rd., Folsom, CA 95630; tel: 916-932-1300; fax: 916-932-1470: online: http://www.convergemag.com. Journal Citation: Mid-Western Educational Researcher, v15 n1 p19-25 Win 2002 Publication Date: 2002 ISSN: 1056-3997 Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJAUG2002 Abstract: Summarizes research findings on a Tennessee experiment in small classes for primary grades--Project STAR (Student/Teacher Achievement Ratio)--and on similar projects in other states. Discusses effects on student achievement and classroom discipline, effects of small classes versus larger classes with teacher aide, costs, long-term impacts, and possible reasons why small classes excel. (Contains 43 references.) (SV) Descriptors: Academic Achievement; *Class Size; Classroom Environment; *Educational Research; Elementary Education; *Small Classes; Student Behavior Identifiers: Tennessee EJ642261 TM523995 Class Size and Eighth-Grade Math Achievement in the United States and Abroad. Author: Pong, Suet-ling; Pallas, Aaron Availability: Carfax Publishing, Taylor & Francis Inc., 325 Chestnut Street, 8th Floor, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll free); Fax: 215-625-2940; e-mail: enquiry@tandf.co.uk; Web site: http://www.tandf.co.uk. Journal Citation: Educational Evaluation and Policy Analysis, v23 n3 p251-73 Fall 2001 Publication Date: 2001 ISSN: 0162-3737 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Uses data from the Third International Mathematics and Science Study (TIMSS) to examine the relationship between class size and mathematics achievement in nine countries. In no country other than the United States was a beneficial effect found for small class sizes. Except in Hong Kong, neither curricular coverage nor instructional practices mediates the relationship between class size and mathematics achievement. (SLD) Descriptors: *Class Size; Cross Cultural Studies; Foreign Countries; International Education; *Junior High School Students; Junior High Schools; *Mathematics Achievement; *Teaching Methods Identifiers: *Third International Mathematics and Science Study Descriptive Terms: Research supported by a grant from the American Educational Research Association, with partial support from the Population Research Institute. EJ640969 EA539363 Small Classes in American Schools: Research, Practice, and Politics. Author: Finn, Jeremy D. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Phi Delta Kappan, v83 n7 p551-60 Mar 2002 Publication Date: 2002 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Provides a brief overview of the current status of class-size reduction programs; summarizes research that has moved districts and states to seek class-size reduction; calls attention to the misapplication of the research in some contexts; discusses questions about smaller classes that remain unanswered; describes current research into the long-term consequences of small classes. (Contains 45 references.) (Author/PKP) Descriptors: *Class Size; Cost Effectiveness; Elementary Secondary Education; Professional Development; Research Needs; Teacher Student Ratio Identifiers: California; North Carolina; Project SAGE; Project STAR EJ640911 EA539290 Do Smaller Classes Change Instruction? Author: Holloway, John H. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Educational Leadership, v59 n5 p91-92 Feb 2002 Publication Date: 2002 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Reviews research that finds teachers assigned to smaller classes do not significantly alter the instructional methods they used in larger classes. (PKP) Descriptors: *Class Size; Classroom Techniques; Discipline; Elementary Secondary Education; Reading Skills; *Small Classes; Student Behavior; Teaching Methods; Time on Task; EJ640897 EA539276 Small Classes, Small Schools: The Time Is Now. Author: Wasley, Patricia A. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Educational Leadership, v59 n5 p6-10 Feb 2002 Publication Date: 2002 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Provides reasons why class size and school size are important school improvement ideas; highlights findings of selected research on class size and school size; relates personal teaching experience supporting benefits of both small classes and small schools; describes results of a study of an eight-teacher school-within-a-school in Chicago. (Contains 11 references.) (PKP) Descriptors: Academic Achievement; *Class Size; Educational Research; Elementary Secondary Education; Learning; Parent Participation; *School Size; *Small Classes; *Small Schools; State Standards; EJ640969 EA539363 Small Classes in American Schools: Research, Practice, and Politics. Author: Finn, Jeremy D. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Phi Delta Kappan, v83 n7 p551-60 Mar 2002 Publication Date: 2002 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Provides a brief overview of the current status of class-size reduction programs; summarizes research that has moved districts and states to seek class-size reduction; calls attention to the misapplication of the research in some contexts; discusses questions about smaller classes that remain unanswered; describes current research into the long-term consequences of small classes. (Contains 45 references.) (Author/PKP) Descriptors: *Class Size; Cost Effectiveness; Elementary Secondary Education; Professional Development; Research Needs; Teacher Student Ratio Identifiers: California; North Carolina; Project SAGE; Project STAR EJ635107 EF502609 Classroom Size & Number of Students Per Classroom. Author: Tanner, C. Kenneth Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: Educational Facility Planner, v36 n2 p11-12 2001 Publication Date: 2001 ISSN: 1059-7417 Language: English Document Type: Journal articles (080) Journal Announcement: CIJAPR2002 Abstract: Discusses what size classrooms should be and what research is revealing on the concept of social distance and its influence on classroom size considerations. A standard classroom size chart is provided. (GR) Descriptors: *Class Size; *Classes (Groups of Students); Educational Research; Elementary Secondary Education; *Public Schools; EJ633429 PS532251 Peer Relationships and Play Behaviors of Children in Three Different Sized Classes Over a Four Month Period. Author: Kim, Yanghee A. Availability: Journal Citation: Early Child Development and Care, v167 p89-102 Apr 2001 Publication Date: 2001 ISSN: 0300-4430 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2002 Abstract: This study examined effects of class size (ranging from 20 to 40) on preschoolers' social interaction with peers and teachers in Korea. Findings showed that teachers' behaviors did not differ significantly when their education and training backgrounds were similar. Class size did influence children's peer networks and their play behavior. (Author/KB) Descriptors: Aggression; Child Behavior; *Class Size; Comparative Analysis; Foreign Countries; Longitudinal Studies; *Peer Relationship; *Play; *Preschool Children; Student Behavior; Teacher Qualifications; Teacher Student Relationship; Withdrawal (Psychology) Identifiers: Korea EJ631764 TM523631 The Long-Term Effects of Small Classes in Early Grades: Lasting Benefits in Mathematics Achievement at Grade 9. Author: Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros Availability: Journal Citation: Journal of Experimental Education, v69 n3 p245-57 Spr 2001 Publication Date: 2001 ISSN: 0022-0973 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJFEB2002 Abstract: Conducted a 6-year followup of almost 4,000 students in Project STAR in Tennessee, a 4-year, large-scale randomized experiment on the effects of class size. Though follow-up data could not be obtained on more than one-half of the students, class size effects persisted for at least 6 years and remained large enough to be of importance for educational policy. Results show the lasting benefits of class size reduction in early grades. (SLD) Descriptors: *Class Size; Elementary Education; *Elementary School Students; *High School Students; High Schools; *Mathematics Achievement; Minority Groups; *Small Classes Identifiers: *Student Teacher Achievement Ratio Project TN EJ631748 SP529428 Are Effects of Small Classes Cumulative? Evidence from a Tennessee Experiment. Author: Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros Availability: Journal Citation: Journal of Educational Research, v94 n6 p336-45 Jul-Aug 2001 Publication Date: 2001 ISSN: 0022-0671 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2002 Abstract: Used data from Tennessee's Project STAR, a longitudinal class size experiment, to study the cumulative effects of reduced class size in the early grades on academic achievement. Results indicated that controlling for achievement in the previous year, small classes in grades 1-3 yielded statistically significant additional positive effects on reading and mathematics achievement. (SM) Descriptors: *Academic Achievement; *Class Size; Elementary Education; *Small Classes; Teacher Student Ratio Identifiers: *Student Teacher Achievement Ratio Project TN EJ628760 TM523484 Using Converging Evidence in Policy Formation: The Case of Class Size Research. Author: Hedges, Larry V. Availability: Journal Citation: Evaluation and Research in Education, v14 n3&4 p193-205 2000 Publication Date: 2000 ISSN: 0950-0790 Language: English Document Type: Journal articles (080); Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: CIJDEC2001 Abstract: Demonstrates the use of converging evidence in examining the effects of class size reduction on academic achievement. Estimates derived from three different types of evidence is mutually supportive in this instance, suggesting that the effect of class size reduction from 24 to 15 produces modest, but lasting, increases in academic achievement. (SLD) Descriptors: Academic Achievement; *Class Size; *Educational Policy; Elementary Education; *Evaluation Methods; *Policy Formation; Program Evaluation Identifiers: *Evidence Based Practice Descriptive Terms: Special issue titled "Evidence-based Policies and Indicator Systems." Papers in this special issue were presented at one of two conferences of the same name held at the University of Durham, England, in 1997 and 1999. EJ620865 UD522742 Deconstructing RAND. Author: Hanushek, Eric A. Availability: Education Matters, 226 Littauer North Yard, 1875 Cambridge Street, Cambridge, MA 02138. Web site: http://www.edmatters.org. Journal Citation: Education Matters, v1 n1 p65-70 Spr 2001 Publication Date: 2001 ISSN: 1532-5148 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Suggests that RAND's claims to have overturned conventional research wisdom on connections between school expenditures, class size, teacher pay, and student achievement are highly problematic, explaining that its report drew sweeping conclusions from average statewide data from just 44 states, and the data analysis is subject to significant analytical error. Notes worrisome conflicts between Rand I and Rand II research. (SM) Descriptors: *Academic Achievement; *Class Size; Educational Research; Elementary Secondary Education; *Expenditure per Student; Public Education; Research Methodology; *Teacher Salaries Identifiers: Texas EJ592530 UD521742 Project STAR: The Story of the Tennessee Class-Size Study. Author: Boyd-Zaharias, Jayne Availability: Journal Citation: American Educator, v23 n2 p30-36 Sum 1999 Publication Date: 1999 ISSN: 0148-432X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAR2000 Abstract: 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) Descriptors: *Class Size; Elementary Education; Research Design; *Research Methodology; *Small Classes; *Teacher Student Ratio; Urban Schools Identifiers: *Student Teacher Achievement Ratio Project TN EJ592475 TM522019 Class Size Effects: Assessing the Evidence, Its Policy Implications, and Future Research Agenda. Conclusion. Author: Grissmer, David Availability: Journal Citation: Educational Evaluation and Policy Analysis, v21 n2 p231-48 Sum 1999 Publication Date: 1999 ISSN: 0162-3737 Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJMAR2000 Abstract: Summarizes evidence for the effects of class-size reduction from experimental and nonexperimental measurements, addresses questions about the robustness of each type of estimate, and suggests hypotheses that could reconcile differences resulting from conflicting evidence. Discusses potential costs and the implications for future research into the effects of class size. (SLD) Descriptors: *Academic Achievement; *Class Size; Costs; Experiments; Program Effectiveness; Program Evaluation; *Research Needs; *Small Classes; *Teacher Student Ratio Descriptive Terms: Special issue titled "Class Size: Issues and New Findings." EJ592473 TM522017 The Behavioral Effects of Variations in Class Size: The Case of Math Teachers. Author: Betts, Julian R.; Shkolnik, Jamie L. Availability: Journal Citation: Educational Evaluation and Policy Analysis, v21 n2 p193-213 Sum 1999 Publication Date: 1999 ISSN: 0162-3737 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: Tested whether variations in class size caused teachers to alter their teaching methods. Examination of 2,170 mathematics classes suggests that, when class size is reduced, teachers do not spend time on new material, nor do they finish more of the assigned textbook. Instead, they shift time to more individual instruction. (SLD) Descriptors: *Class Size; Educational Change; Elementary Education; Elementary School Teachers; *Mathematics Teachers; *Small Classes; *Teacher Student Ratio; *Teaching Methods Descriptive Terms: Research supported by the Social Sciences and Humanities Research Council of Canada and National Science Foundation grant RED-9452861 through the National Center for Education Statistics. Special issue titled "Class Size: Issues and New Findings." EJ592470 TM522014 Some Findings from an Independent Investigation of the Tennessee STAR Experiment and from Other Investigations of Class Size Effects. Author: Hanushek, Eric A. Availability: Journal Citation: Educational Evaluation and Policy Analysis, v21 n2 p143-63 Sum 1999 Publication Date: 1999 ISSN: 0162-3737 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: Reviews Tennessee's Project Student/Teacher Achievement Ratio (STAR) and puts the results in the context of other nonexperimental evidence about class size. Nonexperimental evidence does not support any achievement gains attributable to class-size reduction, and empirical evidence from STAR has design and implementation flaws that cast doubt on its findings. (SLD) Descriptors: *Academic Achievement; *Class Size; Educational Research; Elementary Education; Elementary School Students; *Research Problems; Research Utilization; *Small Classes; *Teacher Student Ratio Identifiers: *Student Teacher Achievement Ratio Project TN Descriptive Terms: Special issue titled "Class Size: Issues and New Findings." EJ592467 TM522011 Tennessee's Class Size Study: Findings, Implications, Misconceptions. Author: Finn, Jeremy D.; Achilles, Charles M. Availability: Journal Citation: Educational Evaluation and Policy Analysis, v21 n2 p97-109 Sum 1999 Publication Date: 1999 ISSN: 0162-3737 Language: English Document Type: Journal articles (080); Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: CIJMAR2000 Abstract: Describes Tennessee's Student/Teacher Achievement Ratio (STAR) Project, a study of class size, and summarizes its findings with regard to academic achievement and behavior. Positive findings from STAR are providing impetus for class-size-reduction policies. Discusses some criticisms of STAR research and findings. (SLD) Descriptors: *Academic Achievement; Behavior Patterns; *Class Size; Elementary Education; Elementary School Students; Program Effectiveness; *Small Classes; *Teacher Student Ratio Identifiers: *Student Teacher Achievement Ratio Project TN Descriptive Terms: Special issue titled "Class Size: Issues and New Findings." Portions of the paper presented at the Annual Meeting of the Association for Public Policy Analysis and Management (New York, NY, October 1998). Research supported by the Spencer Foundation. EJ592246 SO531524 Class Size and Educational Achievement: A Review of Methodology with Particular Reference to Study Design. Author: Goldstein, Harvey; Blatchford, Peter Availability: Journal Citation: British Educational Research Journal, v24 n3 p255-68 Jun 1998 Publication Date: 1998 ISSN: 0141-1926 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: Reviews research into class size effects from a methodological viewpoint, concentrating on various strengths and weaknesses of randomized controlled trials (RCT) and observational studies. Discusses population definitions, causation, and generally sets out criteria for valid inferences from such studies. Illustrates with new findings from data in the Tennessee Student Teacher Achievement Ratio (STAR) study. (DSK) Descriptors: *Academic Achievement; *Class Size; Control Groups; Data Collection; *Educational Research; Elementary Education; *Research Methodology; *Research Problems; Small Classes; State of the Art Reviews Identifiers: Student Teacher Achievement Ratio Project TN EJ583604 EA535668 Solve Your Puzzles Using Class Size and Pupil-Teacher Ratio (PTR) Differences. Author: Achilles, C. M.; Sharp, Mark A. Availability: Editor, Catalyst for Change, East Texas School Study Council, Texas A&M University-Commerce, Commerce, TX 75429 (subscription, $10/year). Journal Citation: Catalyst for Change, v28 n1 p5-10 Fall 1998 Publication Date: 1998 ISSN: 0739-2532 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJNOV1999 Abstract: Using research to develop a solid educational foundation can accommodate diverse forces confronting educators, initiate systemic change, and help solve the pupil-teacher ratio (PTR)/class-size puzzle. Small K-3 classes are effective and can be efficient if changes are research-based and exploit class-size and PTR differences. (25 references) (MLH) Descriptors: *Change Strategies; *Class Size; Educational Research; *Foundations of Education; Primary Education; Research Problems; *Small Classes; *Teacher Student Ratio Identifiers: *Project STAR; Systemic Change EJ559099 UD520503 Child Indicators: Class Size. Author: Lewit, Eugene M.; Baker, Linda Schuurmann Availability: Journal Citation: Future of Children v7 n3 p112-21 Win 1997 Publication Date: 1997-00-00 ISSN: ISSN-1054-8289 Language: English Document Type: Journal Articles (080); Reports (142) Journal Announcement: CIJJUL1998 Abstract: Examines the measurement of class size and a related measure, the student-teacher ratio, and considers the variations across states in class size and student-teacher ratios. Student-teacher teacher ratios are consistently lower than average class size because class-size figures do not reflect the use of specialized teachers or those who work in multiple classrooms. (SLD) Descriptors: *Class Size; *Educational Finance; Educational Quality; Elementary Secondary Education; Expenditure per Student; *Small Classes; *Teacher Student Ratio Identifiers: *Educational Indicators Descriptive Terms: Theme issue titled Financing Schools. EJ522414 UD519072 The Tennessee Study of Class Size in the Early School Grades. Author: Mosteller, Frederick Availability: Journal Citation: Future of Children v5 n2 p113-27 Sum-Fall 1995 Publication Date: 1995-00-00 ISSN: ISSN-1054-8289 Language: English Document Type: Information Analyses (070); Reports (143); Journal Articles (080) Journal Announcement: CIJAUG1996 Abstract: 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 from smaller class sizes. (GR) Descriptors: *Academic Achievement; *Class Size; *Educational Research; *Elementary School Students; Grade 1; Grade 2; Grade 3; *Preschool Children; Research Methodology; *Small Classes; Teacher Student Ratio Identifiers: *Tennessee Descriptive Terms: Theme issue topic: Critical Issues for Children and Youths. Funded in part by the Andrew W. Mellon Foundation. EJ517855 EA531588 Students Achieve More in Smaller Classes. Author: Achilles, Charles M. Availability: Journal Citation: Educational Leadership v53 n5 p76-77 Feb 1996 Publication Date: 1996-00-00 ISSN: ISSN-0013-1784 Language: English Document Type: Reports (141); Journal Articles (080) Journal Announcement: CIJJUN1996 Abstract: Tennessee's Project STAR (Student Teacher Achievement Ratio) randomly assigned 7,000 K-3 students to small classes (13-17 pupils), regular classes (22-26 pupils), and regular-with-aide classes. Small classes ameliorate large schools' effects, reduce grade retention and discipline problems, benefit minority students substantially, allow students more individual attention, are friendlier, and encourage more active student participation. (MLH) Descriptors: *Academic Achievement; *Class Size; Discipline; *Educational Benefits; *Influences; *Longitudinal Studies; Minority Groups; Primary Education; *Small Classes; Student Participation Identifiers: *Project STAR; Tennessee DocumentsED465003 UD035051The Lessons of Class Size Reduction. First in America Special Report. Author: Thompson, Charles L.; Cunningham, Elizabeth K. Institutional Author: North Carolina Education Research Council, Chapel Hill.(BBB36766) Availability: First in America Project, North Carolina Education Research Council, P.O. Box 2688, Chapel Hill, NC 27515-2688. Tel: 919-843-8127; e-mail: fia@northcarolina.edu; Web site: http://www.firstinamerica.northcarolina.edu. Sponsoring Agency: Z. Smith Reynolds Foundation, Inc., Winston-Salem, NC. (BBB27232) Publication Date: October 2001 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIENOV2002 Abstract: This report summarizes research on the effects of class size reduction, outlines lessons learned from large-scale class size reduction initiatives in California and Wisconsin, and draws out implications of the research and lessons for class size reduction in North Carolina. The evidence that smaller classes promote increased learning is strongest in grades K-3. The longer students are in small classes, the more they benefit. Small classes help minority and low-income students the most. Teachers in smaller classes give students more individual attention and have fewer discipline problems. Though research in California and Wisconsin has found positive results of small class size, the states faced several barriers to reducing class size, including a shortage of high quality teachers; lack of adequate facilities, equipment, and materials; and lack of sufficient funding. Though North Carolina faces similar problems, it has undertaken such steps as scholarships for prospective teachers, alternative teacher certification, funding for additional teachers, an aggressive reduction program for the lowest-performing and highest poverty schools, and an outside evaluation of the effectiveness of class size reduction initiatives. (Contains 25 references.) (SM) Descriptors: *Academic Achievement; *Class Size; Educational Change; Educational Finance; Educational Research; Elementary Secondary Education; *Low Income Groups; *Minority Group Children; *Small Classes; Teacher Competencies; Teacher Shortage Identifiers: California; *North Carolina; Wisconsin Descriptive Terms: For the 2000 Progress Report, see UD 035 052. For the 2001 Progress Report, see UD 035 053. Geographic Source: U.S.; North Carolina ED464725 PS030336 Class Size and Student Success: Comparing the Results of Five Elementary Schools Using Small Class Sizes. Author: Haenn, Joseph F. Availability: UNESCO International Clearinghouse on Children and Violence on the Screen, Nordicom, Goteborg University, Box 713, SE-405 30 Goteborg, Sweden. Tel: 46-31-773-10-00; Fax: 46-31-773-46-55; e-mail: nordicom@nordicom.gu.se. For full text: http://www.nordicom.gu.se. Publication Date: April 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIENOV2002 Abstract: Three "Lab" schools were established in 1994-1995 in Durham, North Carolina public schools solely to provide smaller classes for disadvantaged inner-city students. In addition, smaller class sizes were achieved in two additional elementary schools by "cashing in" teacher aides and other more judicious use of available funds. These two schools were used as a comparison group in a study to determine the effects of smaller class size on achievement; students matched on appropriate test scores from other Durham schools were used as a control group. Focus groups were conducted with staff and parents at the three Lab schools to find out what they thought were optimal class sizes and the advantages of smaller classes for students. Test data used to analyze the relationship between class size and academic performance at all five schools included: (1) assessments from Marie Clay's Observation Survey; (2) the Developmental Reading Assessment; and (3) North Carolina End-of-Grade Test scores. State standards call for class sizes of 23 students for K-2 grades, and 26 for grades 3-5. The average class size for the Lab schools ranged from 14 to 21 for K-2 and from 11 to 22.5 for grades 3-5. The average class size for the comparison schools ranged from 13.9 to 20-3 for K-2 grades, and from 14.3 to 20.3 for grades 3-5. When asked what class size was "just right," responses from school staff ranged from 16-21 students; in contrast parent responses ranged from 10-19. Students in Lab schools had higher test gain scores than students in the comparison and control groups for Kindergarten, and for first and fourth grades. Students in the Lab and comparison groups had higher test gain scores than students in the control groups for Kindergarten and second grade. Alternatively, students in the control group had higher gain scores than those in the Lab and comparison schools for third and fifth grades. These findings suggest that smaller class sizes produce the largest and most consistent test gains among disadvantaged children in the earlier grades (K-2). Multivariate analysis of the data indicated that although test scores varied within and across groups by grade, there was a significant increase in test scores for students in all groups and in all grades. (Contains 17 references.) (HTH) Descriptors: *Academic Achievement; *Class Size; Comparative Analysis; Elementary Education; *Outcomes of Education; Parent Attitudes; Teacher Attitudes Identifiers: Durham City School District NC Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Geographic Source: U.S.; North Carolina ED464393 EA031599 Making Sense of Continuing and Renewed Class-Size Findings and Interest. Author: Achilles, C. M.; Finn, J. D. Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Publication Date: February 2002 Language: English Document Type: Information Analysis (070); Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIENOV2002 Abstract: 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 research-demonstrated and theory-based reasons for the obtained student and teacher outcomes using STAR data and inferences drawn from many STAR-generated class-size studies; (5) show how these results seriously question the direction of U.S. education since 1965; (6) explain policy and practice steps required to reverse some negative trends; and (7) offer guidelines to implement small classes, K-3, as a foundation for education improvement at little cost. Appendixes include a reprint of a Los Angeles Times article dealing with crowded Orange County schools, and basic design issues of a longitudinal class-size experiment. Results suggest that the closer a study adhered to controlled, experimental research (for example, STAR), the more pervasive and enduring were early outcomes that benefited all students, but especially favored minority, poor, male students. Research shows the necessity of 3 or 4 years of small-class "treatment." Teacher aides added no consistent benefit, but volunteers used under a teacher's direction enrich outcomes. (Contains 55 references.) (DFR) Descriptors: *Class Size; Educational Change; *Educational Improvement; Educational Innovation; *Educational Trends; Elementary Secondary Education; Ethnic Groups; *Minority Groups; Public Schools; Research Utilization; Sex Differences; Teacher Aides; *Teacher Effectiveness; Teacher Morale; *Teacher Student Ratio; Volunteers; Descriptive Terms: Paper presented at the Annual Meeting of the American Association of School Administrators (San Diego, CA, February 14-17, 2002). Geographic Source: U.S.; New York ED461693 UD032398 Class Size: What Does Research Tell Us? Spotlight on Student Success. Author: Finn, Jeremy D. Institutional Author: Mid-Atlantic Lab. for Student Success, Philadelphia, PA.(BBB33944) Availability: Laboratory for Student Success, 1301 Cecil B. Moore Ave., Philadelphia, PA 19122-6901. Tel: 800-892-5550 (Toll Free). Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1997 Report Number: LSS-Ser-207 Language: English Document Type: Information Analysis (070) Journal Announcement: RIEJUL2002 Descriptors: *Academic Achievement; *Class Size; Disadvantaged Youth; *Educational Research; Elementary Secondary Education; *High Risk Students; *Small Classes; *Teacher Student Ratio; Urban Schools; Urban Youth Identifiers: *Student Teacher Achievement Ratio Project TN Geographic Source: U.S.; Pennsylvania ED456554 EA031256 Using What We Know: A Review of the Research on Implementing Class-Size Reduction Initiatives for State and Local Policymakers. Author: Laine, Sabrina W. M., Ed.; Ward, James G., Ed. Institutional Author: North Central Regional Educational Lab., Oak Brook, IL.(BBB29165) Availability: North Central Regional Educational Laboratory, 1120 East Diehl Rd., Suite 200, Naperville, IL 60563. Web site: http://www.ncrel.org. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2000 Language: English Pages: 107 Document Type: Collected works--General (020) Journal Announcement: RIEFEB2002 Abstract: This book contains a collection of essays involving new research on class-size reduction. Six chapters include: (1) "Reducing Class Size in Public Schools: Cost-Benefit Issues and Implications" (John F. Witte); (2) "Making Policy Choices: Is Class-Size Reduction the Best Alternative?" (Doug Harris and David N. Plank); (3) "Smaller Classes, Lower Salaries? A Study of the Effects of Class Size on Teacher Labor Markets" (Eric Hanushek with Javier Luque); (4) "Smaller Classes, Better Teaching? Effective Teaching in Reduced-Size Classes" (John Zahorik and others); (5) "Implementing a Class Size Reduction Policy: Barriers and Opportunities" (Ray Legler); and (6) "Implications of Class-Size Reduction Research for Practice and Policy" (James G. Ward and Sabrina W.M. Laine). The book ends with an annotated selection of books, journal articles, and Web sites. (RT) Descriptors: *Class Size; *Cost Effectiveness; Educational Policy; Elementary Secondary Education; Labor Market; Public Schools; *Teacher Effectiveness; Teacher Salaries Target Audience: Policymakers Contract Number: RJ96006301 Geographic Source: U.S.; Illinois ED456532 EA031222 Reducing Class Size: Choices and Consequences. Policy Brief. Author: Reichardt, Robert Institutional Author: Mid-Continent Research for Education and Learning, Aurora, CO.(BBB35978) Availability: Mid-continent Research for Education and Learning, 2550 South Parker Road, Suite 500, Aurora, CO 80014. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: April 2001 Language: English Pages: 9 Document Type: Reports--Evaluative (142) Journal Announcement: RIEFEB2002 Abstract: This policy brief draws on research and evaluations of efforts in Tennessee, California, and Wisconsin to describe different approaches to reducing class size in kindergarten through third grade. Tennessee implemented a randomized experiment to investigate the effectiveness of smaller classes; California used a statewide approach; and Wisconsin targeted class-size reduction as part of an effort to increase achievement in high-poverty schools. Tennessee's STAR program provides the strongest evidence that smaller class sizes improve student performance. California's experiment showed much smaller improvements in student achievement compared with Tennessee's. Wisconsin's SAGE program produced larger increases in achievement in mathematics and language arts than California obtained, but less than were found in Tennessee. Evidence from these states provides guidance for policymakers about whether and how to implement a class-size-reduction program. The brief considers questions such as: What makes small classes more effective? How small is small and for how long? and How much does it cost to reduce class size? Other topics include key cost considerations, funding and fiscal equity, long-term costs, finding teachers for additional classrooms, finding additional classroom space, and crafting class size to meet education needs. The brief concludes with a list of nine resources. (RT) Descriptors: *Academic Achievement; *Class Size; *Educational Assessment; Educational Experiments; Primary Education; *Student Improvement Identifiers: California; Tennessee; Wisconsin Target Audience: Policymakers Contract Number: ED01CO006 Geographic Source: U.S.; Colorado ED455669 EF005918 No Room To Learn: Crowded NYC Schools Jeopardize Smaller Class Size Plans Author: Green, Mark; Doran, Helaine Institutional Author: Public Advocate for the City of New York, NY.(BBB36756) Availability: For full text: http://pubadvocate.nyc.gov/documents/overcap.htm. Publication Date: September 1999 Language: English Pages: 31 Document Type: Reports--Evaluative (142) Journal Announcement: RIEJAN2002 Abstract: This report presents data collected from 43 over-capacity elementary schools in the New York City Public School system. The data give information about typical class sizes in the early grades and the cost of an initiative to reduce class size. Of the 1,722 classrooms examined, 56 percent are considered to be overcrowded, and 438 of the city's 723 elementary school buildings (61 percent) are operating at or in excess of capacity. Further, the schools possess far too few specialty rooms, including libraries, gymnasiums, staff rooms, and cafeterias. Parent rooms often are missing or inadequate. Students often are crammed into small rooms, and the schools surveyed need 15 percent more classrooms to implement the city's initiative to reduce class size. Recommendations include increasing the use of underutilized middle schools, and submitting new school bonds to voters and backing them with voter education campaigns. A third recommendation is to have the board of education consider adjusting its 5-year capital plan to take into account the initiative to reduce class size by spending a larger share of the funds on space that is faster and easier to create, such as additions and relocatable classrooms. (GR) Descriptors: *Class Size; Comparative Analysis; *Crowding; Educational Facilities Improvement; *Educational Research; Elementary Education; *Elementary Schools; Public Schools; *Urban Schools Identifiers: *New York City Board of Education Descriptive Terms: For a one-year follow-up report, see EF 005 956. Geographic Source: U.S.; New York ED455608 EA031206 The Varieties of Small Classes and Their Outcomes. Author: Achilles, C. M.; Finn, J. D. Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Publication Date: November 2000 Language: English Pages: 57 Document Type: Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIEJAN2002 Abstract: 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 "pull-out" classes with 25-30 students and an additional teacher who works with small groups of students for part of the school day, and other options. The latter models change the pupil-teacher ratio (PTR), but not the actual class size (CS). This paper summarizes the research evidence regarding achievement outcomes under these different arrangements, and compares the evidence of PTR and CS generally. The paper concludes with five major recommendations. Research studies on PTR and CS are both useful, but should proceed on separate tracks since the treatments, variables, and processes in PTR and CS are not the same. A strong effort should be made to educate all relevant interested parties (such as parents, researchers, the media) on the differences between PTR and CS. The U.S. Department of Education must be an advocate for the correct implementation of CS and for the dissemination of documents and information on PTR and CS that use the terms explicitly. Evaluators and researchers should document carefully the contexts in which students are educated so that issues of PTR and CS are evident. Some "ideal" implementations of CS need to be studied and evaluated so that there begins to be a substantial body of CS research data, where the event described is actually CS, not PTR or some combination of the two. Two tables, Teaching Activities in a Small Class (K. Schwengel, 2000), and Much Research Starts from Clinical Observation (J. Prout et al), including three figures are appended. (Contains 12 references.) (Authors/PKP) Descriptors: *Academic Achievement; *Class Size; Comparative Analysis; Educational Change; Elementary Secondary Education; Federal Programs; State Programs; Statistical Analysis; *Teacher Student Ratio Identifiers: *Student Teacher Achievement Ratio Project TN Descriptive Terms: Paper presented at the combined National Invitational Conference of the U.S. Department of Education and Temple University's Laboratory for Student Success (Washington, DC, November 30-December 1, 2000). Written with the assistance of G. Pannozzo, S. B. Gerber, and K. Schwengel. University research supported by a Spencer Foundation Grant. Geographic Source: U.S.; Michigan ED454601 EA031089 Small Classes Do Reduce the Test-Score Achievement Gap. Author: Achilles, C. M.; Finn, J. D.; Gerber, Susan B. Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Sponsoring Agency: Spencer Foundation, Chicago, IL. (BBB06744) Publication Date: October 26, 2000 Language: English Pages: 53 Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEDEC2001 Abstract: Tennessee's Project STAR, a randomized experiment involving almost 12,000 pupils, demonstrated convincingly that small classes in the early elementary (K-3) grades increase pupil performance, reduce the test-score achievement gap between or among different social groups, and can have long-lasting effects. The benefits are greater for minority students, resulting in a reduced minority-White achievement gap. This paper summarizes latest research on the immediate and long-term effects of small classes. Section 1 discusses the need for independent research on important education issues such as class size and achievement gap. Section 2 begins with a call for clear definition of terms in any class-size discussion. Section 3 presents evidence from recent non-STAR sources related to class size and student achievement. Section 4 offers a summary, conclusions, and some recommendations, including conditions for implementing small classes, problems that districts have encountered, and conditions likely to maximize small-class benefits. Three figures and 14 tables show trends in data. Appendices include a description of STAR, a summary of class-size findings and issues derived from various sources, part of Texas HB 72 which mandated small classes, a major caveat on Texas data, and a discussion about the Black-White test score gap. (RT) Descriptors: *Academic Achievement; *Achievement Gains; *Class Size; Primary Education Identifiers: *Student Teacher Achievement Ratio Project TN Descriptive Terms: Paper presented at the Annual Meeting of the Council of Great City Schools (Los Angeles, CA, October 26, 2000). Written with H. Pate-Bain, J. Boyd-Zaharias, and G. M. Pannozzo. Target Audience: Policymakers; Practitioners; Researchers Geographic Source: U.S.; Michigan ED453601 EA031062 Classroom Size: Does It Make a Difference? Author: Hunn-Sannito, Robin; Hunn-Tosi, Rinda; Tessling, Margaret Availability: EDRS Price MF01/PC03 Plus Postage. Publication Date: May 2001 Language: English Pages: 69 Document Type: Dissertations/Theses (040) Journal Announcement: RIENOV2001 Abstract: This action research project reports on the effects of classroom size on the quality of work conditions, academic achievement, and students' behavior. The kindergarten through third grade levels were targeted at three schools, one in a suburban setting and the other two in a growing rural area. For the 1999-2000 school year, the urban school had an average class size of 24.3 for kindergarten, 28 for first grade, and 27.7 for third grade, decreasing to 22, 18, and 25, respectively, for the 2000-2001 school year. For one of the rural schools, corresponding class sizes for 1999-2000 were 22.7, 22.6, and 22.7, increasing to 20, 24, and 30 for 2000-2001. Data were collected using questionnaires given to teachers, administrators, and school board members, and using classroom observations. Results show that teacher workloads became more manageable, and students received more individualized attention with smaller class sizes. Students' behavior and achievement generally improved. When class sizes were large, teacher and student morale declined along with quality of education. Less time was spent on task as stress and behavior problems mounted. Solutions to the class-size problem include using small class sizes (20 or fewer students) during primary years, and building more classrooms or using existing space and hiring more teachers. Appendices contain questionnaires and letters of permission used in the study. (Contains 29 references.) (RT) Descriptors: *Class Size; Classroom Environment; *Classroom Research; Classroom Techniques; Primary Education; Questionnaires Descriptive Terms: Master of Arts Action Research Project, Saint Xavier University and IRI/Skylight Professional Development Field-Based Masters Program. Geographic Source: U.S.; Illinois ED449197 TM032307 Classroom Organization and Student Behavior. Author: Farber, Stacey L.; Finn, Jeremy D. Availability: EDRS Price MF01/PC03 Plus Postage. Sponsoring Agency: Spencer Foundation, Chicago, IL. (BBB06744) Publication Date: April 2000 Language: English Pages: 51 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJUN2001 Abstract: This study considered the nature of student engagement and its relation to academic achievement, showing that engagement is an essential ingredient of learning and achievement. A review of the literature on class size suggested a strong link between small classes and positive engagement behavior. To examine the potential lasting effect of classroom organization, teacher ratings of student behavior were collected for 2,177 grade 4 and 2,804 grade 8 students. All had participated during their primary school years in Tennessee's Project STAR, a 4-year class-size experiment. Through the use of hierarchical linear modeling, findings suggest that fourth graders, who had experienced small classes during grades K-3, did not differ significantly in their classroom engagement behavior from their peers who had experienced full-size classes. However, fourth graders from small classes did engage in more positive classroom behaviors than their peers who experienced full-size classes with teacher aides during K-3. By grade 8, no differences in student engagement were found regardless of students' participation in small classes, full-size classes, or full-size classes with teacher aides. Reasons for these nonsignificant results are explored. (Contains 8 tables and 42 references.) (Author/SLD) Descriptors: *Academic Achievement; *Behavior Patterns; *Class Size; Classroom Techniques; Educational Environment; Elementary Education; *Elementary School Students; Organization Identifiers: Student Engagement; *Student Teacher Achievement Ratio Project TN Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). HEROS, Inc. assisted with data collection. Geographic Source: U.S.; New York ED443158 EA030465 The Evidence on Class Size. Occasional Paper. Author: Hanushek, Eric A. Institutional Author: Rochester Univ., NY. W. Allen Wallis Inst. of Political Economy.(BBB36133) Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: Donner (William H.) Foundation. (BBB01928) Publication Date: February 1998 Report Number: UR-AWIPE-OP-98-1 Language: English Pages: 41 Document Type: Numerical/Quantitative Data (110); Reports--Evaluative (142) Journal Announcement: RIEJAN2001 Abstract: While calls to reduce class size in school have considerable popular appeal, the related discussion of the scientific evidence has been limited and highly selective. The evidence about improvements in student achievement that can be attributed to smaller classes turns out to be meager and unconvincing. In the aggregate, pupil-teacher ratios have fallen dramatically for decades, but student performance has not improved. Explanations for these aggregate trends, including more poorly prepared students and the influence of special education, are insufficient to rationalize the overall patterns. International comparisons fail to show any significant improvements for having smaller pupil-teacher ratios. Detailed econometric evidence about the determinants of student performance confirms the general lack of any achievement results from smaller classes. Finally, widely cited experimental evidence actually offers little support for general reductions in class size. In sum, while policies to reduce class size may enjoy popular political appeal, such policies are very expensive and, according to the evidence, quite ineffective. (Contains 29 references.) (Author/DFR) Descriptors: *Class Size; Elementary Secondary Education; *Public Schools; Special Classes; *Student Improvement; *Teacher Student Ratio Geographic Source: U.S.; New York ED435590 SP038838 The Benefits of Teaching Small Classes--The Chinese Perspectives. Author: Din, Feng S. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: February 1999 Language: English Pages: 15 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEAPR2000 Abstract: This study investigated Chinese teachers' attitudes about the benefits of teaching small classes. Researchers administered a survey with open-ended questions to a sample of 54 teachers in a mideast Chinese urban school district. The study investigated their responses on issues related to the functions and benefits of having small classes for both teachers and students. Findings indicated that the Chinese urban teachers preferred teaching small classes, perceiving small class size as a beneficial factor not directly related to student achievement. They believed that small classes facilitated more individualized help from teachers, more student-teacher interactions, better classroom management, and a reduced teacher workload. They also believed in teachers encouraging and creating competition among students, which they regarded as important for students in large classes to succeed. Some cultural differences were also found. (Contains 19 references.) (SM) Descriptors: Academic Achievement; *Class Size; Elementary Secondary Education; Foreign Countries; *Small Classes; *Teacher Attitudes; Teachers; Urban Schools Identifiers: China Descriptive Terms: Paper presented at the Annual Meeting of the Eastern Education Research Association (22nd, Hilton Head, SC, February 24-27, 1999). Geographic Source: U.S.; New Jersey ED432042 EA029905 Use of the Unbalanced Nested ANOVA To Examine the Relationship of Class Size to Student Ratings of Instructional Quality. Author: Chiu, Shuwan; Wardrop, James L.; Ryan, Katherine E. Availability: EDRS Price MF01/PC03 Plus Postage. Publication Date: April 1999 Language: English Pages: 55 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEDEC1999 Abstract: This report examines how class size and course motivation are related to evaluation results, its purpose being to provide a comparison of rating differences on the Instructor and Course Evaluation System (ICES). ICES offers faculty a computer-based catalog of over 1,000 survey items. The article is based on a study that sought to extend the ICES research by using an unbalanced nested ANOVA to analyze the effects of five factors: course motivation, course level, class size, academic discipline, and individual class differences on (1) student ratings of instructors; and (2) student ratings of overall course quality. The results of the ANOVA showed that course motivation, course level, class size, discipline, and individual class do influence student ratings of both teaching effectiveness and course quality. Different combinations of course motivation, level, and discipline displayed different patterns of student ratings. The significant two-way interactions (in which one of the factors alters the effect of the other) were course motivation and discipline, course level and class size, and course level and discipline. Generally, ratings of elective courses were higher than those of mixed courses, and ratings of mixed courses were higher than those of required courses. Higher level classes had higher ratings than lower level ones. Contains 27 references, 10 figures, and 9 tables. (RJM) Descriptors: *Analysis of Variance; *Class Size; Educational Quality; Elementary Secondary Education; *Student Attitudes; *Student Motivation; Teacher Effectiveness; Teacher Student Ratio Identifiers: *Instructor and Course Evaluation System Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Illinois ED431010 TM029842 Under-Understanding Solid Research. Author: Achilles, C. M.; Finn, J. D. Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Sponsoring Agency: Spencer Foundation, Chicago, IL. (BBB06744) Publication Date: November 1998 Language: English Pages: 23 Document Type: Information Analysis (070); Speeches/meeting papers (150) Journal Announcement: RIEOCT1999 Abstract: 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. Research provides the basis for decisions about class size, but the wisdom and will to redirect educational policy cannot be communicated unless educators, leaders, and parents act to use what research has shown to improve schooling. Small classes for elementary school students constitute the "Individual Retirement Account" of education. (Contains 1 table and 58 references.) (SLD) Descriptors: *Academic Achievement; *Class Size; Educational Research; Elementary Secondary Education; Outcomes of Education; *Teacher Student Ratio Descriptive Terms: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 4-6, 1998). Geographic Source: U.S.; Michigan ED431008 TM029840 Pupil-Teacher Ratio (PTR) and Class Size: What Is the Difference? Author: Achilles, C. M.; Sharp, Mark; Finn, J. D. Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Sponsoring Agency: Spencer Foundation, Chicago, IL. (BBB06744) Publication Date: November 1998 Language: English Pages: 15 Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEOCT1999 Abstract: 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. These professionals might include special teachers, counselors, media personnel, or other categories of school workers. Research has established that small class size influences educational outcomes favorably, and that PTR has little influence on outcomes. Further research is needed to explain why this should be so. However, when questions about PTR are removed from the analysis, it is evident that teachers in small classes are responsible and accountable for the learning outcomes of students in their classes. (Contains 1 table and 14 references.) (SLD) Descriptors: *Academic Achievement; *Class Size; Educational Research; Elementary Secondary Education; Outcomes of Education; *Teacher Student Ratio Descriptive Terms: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 5-7, 1998). Geographic Source: U.S.; Michigan ED430943 SP038526 Some Connections between Class Size and Student Successes. Author: Achilles, C. M.; Finn, J. D. Availability: EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: Spencer Foundation, Chicago, IL. (BBB06744) Publication Date: February 1999 Language: English Pages: 22 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEOCT1999 Abstract: This paper summarizes class size research conducted primarily since 1970. The paper discusses various relevant issues for use in policy, in schools, and in additional research. Several studies over the years have focused on: the issue of small being better and less being more and emphasized the STAR (Student Teacher Achievement Ratio) education experiment; controversy over use of the STAR findings; harmful and beneficial effects of small class size; costs of small class size; commonsense issues related to class size (i.e., teachers know that they can teach better in small classes, and parents get very involved in schools with small classes); teacher aide effects and class size research; class size and school safety; school-wide remedial projects and class size effects; and the federal policy debate about class size (which is shifting slightly toward smaller classes). (Contains 43 references.) (SM) Descriptors: *Academic Achievement; *Class Size; Educational Policy; Educational Research; Elementary Secondary Education; Federal Government; Politics of Education; *Small Classes Descriptive Terms: Paper presented at the Conference of the Center for Developmental Learning (New Orleans, LA, February 8-10, 1999). Document contains small type throughout. Geographic Source: U.S.; Michigan ED424628 EA029391 California's Class-Size Reduction Initiative: Differences in Teacher Experience and Qualifications across Schools. Author: Ogawa, Rodney T.; Stine, Deborah; Huston, Deborah Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: 1998 Language: English Pages: 24 Document Type: Reports--Research (143) Journal Announcement: RIEAPR1999 Abstract: Early evidence on California's Class Size Reduction (CSR) Program suggests that teacher applicant pools have been depleted and that many teachers who lack experience and credentials were hired. To examine the impact of CSR, a study analyzed whether the experience and qualifications of teachers in reduced-size classes vary across schools and, if so, whether it is possible to identify school characteristics that might account for the variation. The results of the study indicate that teachers in reduced-size classes were less experienced and less qualified than their district counterparts. Schools with higher percentages of Latino students tended to have reduced-size-class teachers with less overall teaching experience and less experience in their current districts. Schools that had a difficult time attracting qualified teachers to begin with were forced to compete for teachers in a severely reduced market. These schools also faced the problem of experienced teachers leaving their schools for more desirable locations. The study cautions policymakers as they consider future actions and suggests the need for further studies employing statewide samples and using a broader range of teacher quality measures to track the movement of teachers across schools and districts. (Contains 5 tables and 11 references.) (RJM) Descriptors: *Class Size; Educational Assessment; Elementary Education; *Elementary School Teachers; Information Needs; Program Effectiveness; Program Evaluation; *Teacher Qualifications; Teacher Student Ratio; *Teaching Experience Identifiers: *California; *Class Size Reduction Geographic Source: U.S.; California ED424045 RC021688 The Functions of Class Size Perceived by Chinese Rural School Teachers. Author: Din, Feng S. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: October 1998 Language: English Pages: 15 Document Type: Reports--Research (143); Speeches/meeting papers (150); Test/questionnaires (160) Journal Announcement: RIEMAR1999 Abstract: A survey containing open-ended questions about class size was distributed to teachers in five schools (3 elementary and 2 secondary) in a rural school district in south China. Responses were received from 55 of 100 teachers surveyed; all had 5 or more years of teaching experience. A class of 50 or more students was considered large, while one with 30 or fewer students was considered small. Virtually all of the teachers preferred smaller classes, but did not regard them as necessarily related to student achievement. Smaller classes were seen as being easier to manage, allowing individualized help to students, facilitating teaching effectiveness, and requiring less work by teachers. The teachers considered outside influences of society and home, as well as the learning atmosphere of school and class, to be important factors in learning outcomes. The teachers tended to encourage competition among students and to create competitive class activities, which they believed facilitate achievement. However, they also believed that peer help was important for student success in large classes. Contains 20 references and an English translation of the questionnaire. (SV) Descriptors: Academic Achievement; *Class Size; Educational Benefits; *Educational Environment; Elementary Secondary Education; Foreign Countries; Questionnaires; *Rural Schools; *Teacher Attitudes Identifiers: *China Descriptive Terms: Paper presented at the Research Forum of the National Rural Education Association (Buffalo, NY, October 14-18, 1998). Geographic Source: U.S.; New Jersey ED420108 EA029079 Reducing Class Size: What Do We Know? Institutional Author: National Inst. on Student Achievement, Curriculum, and Assessment (ED/OERI), Washington, DC. Availability: Governmental Status: Federal Publication Date: 1998-05-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Report Number: SAI-98-3027 Language: English Pages: 19 Document Type: Information Analyses (070) Journal Announcement: RIENOV1998 Abstract: Research and common sense suggest that smaller classes offer teachers the chance to devote more time to each student, thus improving student learning. To explore the efficacy of improved teacher-student ratios, an overview of research on class sizes is offered in this report. An analysis of findings from initiatives in various states provides three broad conclusions: first, class-size reduction in the early grades leads to higher student achievement, with significant effects of class-size reduction appearing when classes contain somewhere between 15 and 20 students, and continue to increase as class size approaches a one-to-one ratio; second, if class size is reduced from substantially more than 20 students per class to below 20 students, the related increase in student achievement moves the average student from the 50th percentile up to somewhere above the 60th percentile; and finally, students, teachers, and parents all report positive effects from the impact of class-size reductions on the quality of classroom activity. However, class-size reduction represents a considerable commitment of funds, and its implementation can have a sizable impact on the availability of qualified teachers. (RJM) Descriptors: *Class Size; Elementary Secondary Education; Literature Reviews; Program Effectiveness; Small Classes; *Teacher Student Ratio Level: 1 Geographic Source: U.S.; District of Columbia ED419291 EA029052 If Not Before: At Least Now. Author: Achilles, C. M. Availability: Publication Date: 1998-04-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 19 Document Type: Reports (141); Speeches, Conference Papers (150) Journal Announcement: RIEOCT1998 Abstract: Discussion and research concerning class size can be traced back at least to the 12th century. An overview of recent research on the subject is provided in this report. The paper, which serves as an introduction to a symposium on class size, examines research that has appeared in the past 20 years, but it concentrates on the results of a longitudinal study--Project STAR (Student Teacher Achievement Ratio)--that was considered a controlled experiment for class size research. The results of STAR and other similar programs show that students do benefit from smaller class sizes, and these results are reinforced by any study that finds a positive relationship between tutoring and achievement, cooperative learning and positive results, and other programs that emphasize small-group learning. Critics have claimed that the studies are in error or that, even if effective, such programs are much too expensive to implement. But, it is countered, research has not shown the harmful effects of small classes or that larger classes are better for children. It is hoped that the research on class size will influence educators and policy makers to move forward on this issue. (Contains approximately 125 references.) (RJM) Descriptors: Academic Achievement; *Class Size; Classroom Environment; Comparative Analysis; Elementary Secondary Education; Program Effectiveness; Program Evaluation; *Small Classes; Teacher Student Ratio Identifiers: *Student Teacher Achievement Ratio Project TN Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 1998). Level: 1 Geographic Source: U.S.; Michigan ED419290 EA029051 Attempting To Understand the Class Size and Pupil-Teacher Ratio (PTR) Confusion: A Pilot Study. Author: Achilles, C. M.; Sharp, Mark; Nye, B. A. Availability: Publication Date: 1998-01-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 23 Document Type: Reports (143); Speeches, Conference Papers (150) Journal Announcement: RIEOCT1998 Abstract: Confusion over the concepts of class size and pupil-teacher ratio (PTR) creates a conundrum for researchers, policy makers, and practitioners. An examination of how these two concepts are different is presented in this paper. A review of the literature suggests that class-size reduction makes a positive overall difference in student achievement, whereas an increase in the PTR is associated with lower student achievement. To explore this finding, a study on the two concepts was performed using 104 elementary schools and 12 secondary schools. The results show that class-size reductions do influence student outcomes positively but that PTR changes do not influence student outcomes significantly. A number of recommendations for future research are made, such as the importance of professional and policy persons using the terms PTR and class size with precision; that researchers continue to conduct studies on both PTR and class size; that researchers reanalyze prior studies using consistent definitions; and that policy-related research focus on ways to benefit students directly. Some implications for funding, policy implementation, probable roadblocks, and plans for future studies are provided. Contains 26 references. (RJM) Descriptors: *Class Size; Classroom Environment; Comparative Analysis; *Definitions; Elementary Secondary Education; Program Effectiveness; Program Evaluation; *Small Classes; *Teacher Student Ratio Descriptive Terms: Paper presented at the Annual Meeting of the American Association of School Administrators (San Diego, CA, February 27-March 3, 1998). Level: 1 Geographic Source: U.S.; Michigan ED419289 EA029050 Small-Class Research Supports What We All Know (So, Why Aren't We Doing It?). Author: Achilles, C. M. Availability: Publication Date: 1998-02-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 16 Document Type: Reports (143); Speeches, Conference Papers (150) Journal Announcement: RIEOCT1998 Abstract: 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 data included standardized measures of student outcomes and progress, teacher logs, observations in classrooms, student data (attendance, behavior, age, race, sex, free lunch, etc.), and data about teachers and administrators. Some of the positive results that emerged were: (1) small classes benefit all students, but minority and traditionally hard-to-teach students received approximately twice the benefit from the same investment and treatment; (2) small classes benefited teachers and parents and improved instruction; (3) students in small classes were less likely to be held back than students in large classes; (4) STAR students performed better on all measures; and (5) benefits obtained in K-3 remained with students up through at least grade 9. Other findings, such as the ineffectiveness of teacher aides, are also reported. Contains 27 references. (RJM) Descriptors: Academic Achievement; *Class Size; Classroom Environment; Comparative Analysis; Elementary Education; Longitudinal Studies; *Program Effectiveness; Program Evaluation; *Small Classes; Teacher Student Ratio Identifiers: *Student Teacher Achievement Ratio Project TN Descriptive Terms: Paper presented at the Annual Meeting of the American Association of School Administrators (San Diego, CA, February 27- March 3, 1998). Level: 1 Geographic Source: U.S.; Michigan ED418939 SP037904 Class Size and Teacher Graduate Study: Do These Variables Impact Teachers' Beliefs regarding Classroom Management Style? Author: Martin, Nancy K.; Yin, Zenong; Baldwin, Beatrice Availability: Publication Date: 1998-01-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 15 Document Type: Reports (143); Speeches, Conference Papers (150) Journal Announcement: RIESEP1998 Abstract: This study investigated the relationship between class size and classroom management style and examined differences between perceived classroom management style of teachers who had and had not enrolled in a graduate course within the last 6 months. The study also investigated the construct validity of the Attitudes and Beliefs on Classroom Control (ABCC) Inventory, which measured teachers' perceptions of their classroom management beliefs and practices. Classroom management was defined as a multifaceted construct that included three broad dimensions (instructional, people, and behavior management). Data were collected from 286 teachers by using the ABCC Inventory and a demographic questionnaire. Participants, predominately Asian American and Caucasian females 23-63 years, were drawn directly from two public urban school districts in the southwest. Analyses determined a significant positive relationship between average enrollment of classes taught and scores on two of the three subscales of the ABCC Inventory. As class enrollment increased, teachers scored more controlling on the People Management and Behavior Management subscales of the ABCC. There was no significant relationship between class size and the Instructional Management subscale. Analysis of data on teachers who had and had not taken graduate courses within the last 6 months revealed no significant differences between the groups regarding the instructional, people, or behavior management subscales. (Contains 2 tables and 25 references.) (Author/SM) Descriptors: *Class Size; *Classroom Techniques; Educational Environment; Elementary Secondary Education; Graduate Study; Higher Education; Inservice Teacher Education; Student Behavior; *Teacher Attitudes; Teacher Student Ratio; Teacher Student Relationship Identifiers: Behavior Management Descriptive Terms: Paper presented at the Annual Meeting of the Southwest Educational Research Association (Houston, TX, January 1998). Level: 1 Geographic Source: U.S.; Texas ED418208 UD032270 Class Size and Students at Risk. What Is Known? What Is Next? A Commissioned Paper. Author: Finn, Jeremy D. Institutional Author: National Inst. on the Education of At-Risk Students (ED/OERI), Washington, DC. Availability: Governmental Status: Federal Publication Date: 1998-04-00 Copy Availibility: EDRS Price MF01/PC02 Plus Postage. Report Number: AR-98-7104 Language: English Pages: 45 Document Type: Information Analyses (070); Reports (142) Journal Announcement: RIEAUG1998 Abstract: This report is an overview of recent research on the effects of class size on the academic performance and behavior of students at risk. In several ways it is not a conventional literature review. It emphasizes one recent large-scale investigation, Tennessee's Project STAR (Student-Teacher-Achievement-Ratio), begun in 1985. It is more evaluative than most reviews of research, stressing the strengths and weaknesses of the studies cited, and it stresses the need for future research more than the typical literature review. The first chapter reviews the status of research on class size with particular attention to the STAR investigation and the research it has inspired. The conclusiveness of the findings is discussed, as well as implications for students at risk and for education policy in general. The second chapter discusses approaches that have been taken to assess the costs and benefits of reducing class size and proposes additional dimensions that need to be considered, and the third explores the implications of small class size for classroom management and instructional strategies, with particular attention to the need to increase the academic engagement of students at risk. Issues requiring further research are identified throughout the paper, but summarized in the last chapter as a research agenda. The focus is, in most cases, on the effects of small classes in the early grades, because the most current and best research has been at this level. Project STAR has demonstrated that small classes benefit students in kindergarten through grade 3 academically. That pupil behaviors are affected has been shown clearly in the STAR grade-4 follow-up, in which ratings of specific engagement dimensions revealed improvements in the expenditure of effort, initiative taking, and reduced disruptive and inattentive behavior in comparison to students in regular classes. Substantially more research is needed to tell about the connections among teaching practices, engagement behaviors, and academic achievement for at-risk students and through the later grades. (Contains 1 table, 1 figure, and 75 references.) (SLD) Descriptors: *Academic Achievement; Behavior Patterns; *Class Size; Educational Policy; *Educational Research; Elementary Secondary Education; *High Risk Students; Literature Reviews; Program Effectiveness; Teaching Methods; Urban Schools; Urban Youth Identifiers: *Student Teacher Achievement Ratio Project TN Level: 1 Geographic Source: U.S.; District of Columbia ED406407 TM026294 This, as Paul Harvey Was Wont To Say, Is the Rest of the Story. Author: Achilles, C. M.; And Others Availability: Publication Date: 1996-11-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 20 Document Type: Reports (142); Speeches, Conference Papers (150) Journal Announcement: RIEAUG1997 Abstract: A project conducted in Tennessee from 1984 through 1989, Student Teacher Achievement Ratio (Project STAR), serves as a context for a discussion of educational research. The decisions required in major research projects and the problems in carrying out research are seldom discussed in conferences that present research results as completed efforts. Project STAR illustrates the long-term consequences of early decisions and implementation and the additional value research may have. The research question was established through state legislation, but the researchers had to operationalize or limit key variables. The study was conducted to explore the influence of class size on student achievement. How to measure achievement and how to analyze the test results that were chosen as measures of achievement became questions of importance as the project evolved. Relying solely on student outcomes and certain behavioral indicators was not considered adequate for the study, and researchers began to gather other information about schools, students, and teachers. About 100 classes of each type (small, regular, and regular with an aide) were used each year. The size of the database eventually developed, the care researchers had taken, and the in-school design allowed STAR information to be used in subsidiary and ancillary studies. As each inquiry moved further from the initial research question, however, the power of the study and confidence in the results diminished. (Contains 5 tables and 28 references.) (SLD) Descriptors: *Academic Achievement; *Class Size; Databases; Decision Making; Educational Research; Elementary Secondary Education; Research Design; Research Methodology; Research Problems; Research Utilization; Scores; State Legislation; *Test Results; Test Use Identifiers: *Project STAR; Tennessee Descriptive Terms: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Tuscaloosa, AL, November 1996). Level: 1 Geographic Source: U.S.; Michigan ED402677 EA028142 Education's Equivalent of Medicine's Framingham Heart Study. Author: Achilles, C. M.; And Others Availability: Publication Date: 1996-03-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 20 Document Type: Speeches, Conference Papers (150); Reports (143) Journal Announcement: RIEMAY1997 Abstract: Since 1984, large-scale, longitudinal, and experimental research on class size has been conducted in Tennessee. Project STAR (Student-Teacher Achievement Ratio) changed in 1989 to the Lasting Benefits Study (LBS) and Project Challenge. In 1985 almost 7,000 students in kindergarten were randomly assigned to either small classes, regular-sized classes, or regular-sized classes with a full-time aide. This paper summarizes the project's research findings to date. Findings indicate that small is better, especially in the early years of schooling. The program resulted in improved academic performance, improved cognitive scores on measures, fewer grade retentions, more on-task time for teachers, a higher level of student engagement, and a reduced test-score gap between white and nonwhite students. The paper also compares STAR to the Framingham (Massachusetts) Heart Disease Epidemiology Study. It describes how the program can ameliorate the effects of poverty and other factors that place children at risk. The achievement gap between black and white students does not open at grade 1 if both groups are placed together in small kindergarten classes by random assignment. Small classes beginning in kindergarten or first grade seem to prevent later school problems; however, later application of small-class treatment appears to have limited value. Seven tables are included. (Contains 13 references.) (LMI) Descriptors: *Academic Achievement; Blacks; *Class Size; *Early Intervention; *High Risk Students; Kindergarten; Longitudinal Studies; Outcomes of Education; Prevention; Primary Education; Program Effectiveness; Scores; *Teacher Student Ratio Identifiers: *Student Teacher Achievement Ratio Project TN; Tennessee Descriptive Terms: Paper presented at the Annual National Conference on Creating the Quality School (5th, Oklahoma City, OK, March 27-30, 1996). Level: 1 Geographic Source: U.S.; Michigan ED393151 EA027161 Analysis of Policy Application of Experimental Results: Project Challenge. Author: Achilles, C. M.; And Others Availability: Publication Date: 1995-11-00 Copy Availibility: EDRS Price MF01/PC02 Plus Postage. Language: English Pages: 35 Document Type: Speeches, Conference Papers (150); Reports (143) Journal Announcement: RIEAUG1996 Abstract: During the 1989-90 school year, Tennessee established Project Challenge in 17 of Tennessee's poor and educationally low-performing counties. The program applied the results of Project STAR, a longitudinal experiment causally linking class size to student achievement. This paper presents findings of a study that evaluated Project Challenge by analyzing the statewide rankings of the 17 participating systems. Reduced class sizes, with a 1:15 teacher/student ratio, showed positive results on reading and mathematics achievement in the Challenge counties. Mean ranks, calculated from second graders' Tennessee Comprehensive Assessment Program (TCAP) scores, improved from 99 for reading and 85 for math in 1992 to ranks of 79 and 57, respectively, in 1993. Tennessee has 138 systems, so a rank of 69 is average. In 1990, Challenge systems as a group were below average; by 1993, they were above average in math and 20 ranks closer to the average rank in reading. Average ranks for reading and math remained fairly constant for the years 1993-95. The Tennessee Value Added Assessment System (TVAAS) database was then used to evaluate the Challenge program. Class sizes of about 1:15 in the Challenge systems accompanied achievement results in reading and mathematics that paralleled those predicted from the STAR experiment. The TVAAS database offers a reasonable way to monitor Challenge-system progress. Six tables are included. Appendices contain statistical data and a summary article on the TVAAS. (Contains 35 references.) (LMI) Descriptors: *Academic Achievement; Achievement Gains; *Achievement Rating; *Class Size; Data Analysis; Educational Assessment; Low Achievement; Mathematics Achievement; Primary Education; Reading Achievement; *School Effectiveness; Scores; State Programs; *Teacher Student Ratio Identifiers: *Tennessee Descriptive Terms: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 8-10, 1995). Level: 1 Geographic Source: U.S.; Michigan ED391587 PS023796 Group Size in Kindergartens: Issues Arising from Changes to Group Size and Other Policy Developments in the Wellington Region Free Kindergarten Association in 1994. Author: Renwick, Margery; McCauley, Lisa Institutional Author: New Zealand Council for Educational Research, Wellington. Availability: Sponsoring Agency: Wellington Free Kindergarten Association (New Zealand). Publication Date: 1995-00-00 Copy Availibility: EDRS Price MF01/PC03 Plus Postage. ISBN: ISBN-0-908916-77-9 Language: English Pages: 60 Document Type: Reports (143) Journal Announcement: RIEJUN1996 Abstract: This study examined kindergarten teachers' perceptions of the impact of changes in group-size policy on 3- and 4-year-old children in New Zealand's Wellington Region Free Kindergarten Association. Data were collected through a series of interviews of Wellington kindergarten teachers from 54 kindergartens and focused mainly on the perceived effects of changing group size with regard to parent-teacher relationships, staff and child turnover, and adult-child ratios. The findings show that the changed policy had had a direct impact on children, programmers, teachers, and families. The major issues presented by the teachers are as follows: (1) they had less time to work with individual children and small groups; (2) even though the adult-child ratio remained constant at 1:15, the larger group size had a marked impact on the type of activities teachers were able to offer; (3) teachers were being forced toward a supervisory role; (4) increased roll numbers had an adverse, diluting effect on teachers' relationships with parents; (5) in some kindergartens children were being admitted at a younger age, which placed extra demands on teachers; and (6) there had been little training or support for teachers to cope with the consequences of the new policy. (Two appendices include the kindergarten group size project questionnaire and the interview schedule. Contains 44 references.) (AP) Descriptors: Child Behavior; *Class Size; Classroom Environment; *Educational Policy; Educational Quality; Foreign Countries; Group Activities; *Group Experience; Kindergarten; Learning Strategies; Parent Teacher Cooperation; Policy Formation; Preschool Education; *Preschool Teachers; *Teacher Attitudes; Teacher Student Relationship Identifiers: Caregiver Child Ratio; *Group Size; New Zealand Level: 1 Geographic Source: New Zealand ED385935 EA026963 Intraschool Variation in Class Size: Patterns and Implications. Working Paper #344. Author: Boozer, Michael; Rouse, Cecilia Availability: Publication Date: 1995-06-00 Copy Availibility: EDRS Price MF01/PC03 Plus Postage. Language: English Pages: 51 Document Type: Reports (143) Journal Announcement: RIEJAN1996 Abstract: Economists attempting to explain the widening of the black-white wage gap in the late 1970s by differences in school quality have been faced with the problem that recent data reveal virtually no gap in the quality of schools attended by blacks and whites. This paper reexamines racial differences in school quality. It begins by considering the effects of using the pupil-teacher ratio, rather than the school's average class size, in an education-production function, because the pupil-teacher ratio is a rough proxy, at best. Second, the importance of using actual class size rather than school-level measures of class size is considered. Two data sets were analyzed: (1) a 1994 telephone survey of a random sample of 500 New Jersey teachers; and (2) the National Education Longitudinal Survey of 1988 (NELS). The data show that although the pupil-teacher ratio and average class size were correlated, the pupil-teacher ratio was systematically less than or equal to the average class size. Mathematically, part of the difference was due to the intraschool allocation of teachers to classes. As a result, while the pupil-teacher ratio suggests no black-white differences in class size, measures of the school's average class size suggest that blacks were in larger classes. Further, the two measures result in differing estimates of the importance of class size in an education-production function. Another conclusion was that school-level measures may obscure important within-school variation in class size due to the small class sizes for compensatory education. Because black students are more likely to be assigned to compensatory-education classes, a kind of aggregation bias results. The data found that not only were blacks in schools with larger average class sizes, but they were also in larger classes within schools, depending on class type. The intraschool class-size patterns suggest that using within-school variation in education production functions is not a perfect solution to aggregation problems because of nonrandom assignment of students to classes of differing sizes. However, once the selection problem has been addressed, it appears that smaller classes at the 8th grade lead to larger test score gains from 8th to 10th grade and that differences in class size can explain approximately 15 percent of the black-white difference in educational achievement. Eight tables are included. Appendices contain methodological notes and statistical tables. Contains 20 references. (LMI) Descriptors: Academic Achievement; *Black Education; *Class Size; *Educational Quality; Elementary Secondary Education; Racial Differences; *Teacher Distribution; *Teacher Student Relationship Level: 1 Geographic Source: U.S.; Connecticut |