ERIC Number: ED344344
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Five Years of Small-Class Research: Student Benefits Derived from Reduced Student/Teacher Ratios. Lasting Benefits Study Class-Size Update for Educational Practitioners and Researchers.
Nye, Barbara A.; And Others
Researchers on the Lasting Benefits Study (LBS) are tracking students who participated in Tennessee's K-3 Student/Teacher Achievement Ratio (STAR) Project (1985-89) as they continue into later grades. Project STAR was a statewide experiment conducted to demonstrate the effects of reduced student/teacher ratios (15:1) on student achievement (reading and mathematics) and development (e.g., self-concept, discipline, and attendance). Students in smaller classes outperformed students in larger classes in all grades (K-3). This paper presents student achievement results from fourth grade, the first year that students went from small (15:1) to regular (25:1) classes. Multivariate analysis of variance for LBS revealed that the positive effects from involvement in a small-size class remained significant 1 full year after students returned to regular-size classes. Students who previously were in small-size STAR classes demonstrated that they continued to have statistically significant advantages over students who had been in the other two class types (regular and regular-with-aide) on every set of measurements and across all school locations (innercity, rural, suburban, and urban). (6 figures, 7 tables, 14 references) (Author/MLF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Practitioners
Authoring Institution: N/A
Identifiers: Lasting Benefits Study TN; Project STAR TN; Tennessee
Note: Paper to be presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).