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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 1 to 15 of 24 results
Tennessee State Univ., Nashville. Center of Excellence: Basic Skills. – 1990
At a 1990 symposium on principals, speakers from Tennessee and other states shared their perspectives on school leadership. The symposium proceedings contains the following presentations: (1) "Under Fire: The School, the Principal and the Preparation Program" (Barbara Nye and Mary Jane Connelly); (2) "The Roles of Principals: Today's and…
Descriptors: Administrator Education, Administrator Selection, Assessment Centers (Personnel), Assistant Principals
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Peevely, Gary; Hedges, Larry; Nye, Barbara A. – Journal of Education Finance, 2005
The effects of class size on academic achievement have been studied for decades. Although the results of small-scale, randomized experiments and large-scale, econometric studies point to positive effects of small classes, some scholars see the evidence as ambiguous. Recent analyses from a 4-year, large-scale, randomized experiment on the effects…
Descriptors: Small Classes, Grade 3, Resource Allocation, Teacher Salaries
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Nye, Barbara; Konstantopoulos, Spyros; Hedges, Larry V. – Educational Evaluation and Policy Analysis, 2004
It is widely accepted that teachers differ in their effectiveness, yet the empirical evidence regarding teacher effectiveness is weak. The existing evidence is mainly drawn from econometric studies that use covariates to attempt to control for selection effects that might bias results. We use data from a four-year experiment in which teachers and…
Descriptors: Program Effectiveness, Teaching Experience, Achievement Gains, Teacher Effectiveness
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Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – Journal of Educational Research, 2004
Recent research from randomized experiments on class size points to positive effects of small classes that persist for several years, but the evidence about the social distribution of effects is less clear. Some scholars have contended that the immediate effects of small classes are larger for minorities and for disadvantaged persons (e.g., J. D.…
Descriptors: Social Distribution, Outcomes of Education, Minority Groups, Educational Objectives
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Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – Educational Evaluation and Policy Analysis, 2002
Studied possible effects of small classes on achievement using data from Project STAR, a 4-year, large-scale randomized experiment on the effects of class size. There were unambiguous positive effects of small classes on achievement, but no evidence for differentially larger effects of small classes for lower achieving students. (SLD)
Descriptors: Academic Achievement, Class Size, Elementary Education, Elementary School Students
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Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – Journal of Educational Research, 2001
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…
Descriptors: Academic Achievement, Class Size, Elementary Education, Small Classes
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Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – Journal of Experimental Education, 2001
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…
Descriptors: Class Size, Elementary Education, Elementary School Students, High School Students
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Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – American Educational Research Journal, 2000
Analyzed results from a 4-year large-scale randomized experiment on the effects of class size, project STAR in Tennessee. Analyses suggest class size effects that are large enough to be important for educational policy and that are quite consistent across schools. Small classes appear to benefit all kinds of students. (SLD)
Descriptors: Academic Achievement, Class Size, Educational Policy, Elementary Education
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Cooper, Harris; Jackson, Kristina; Nye, Barbara; Lindsay, James J. – Journal of Experimental Education, 2001
Tested a model of the influence of homework on classroom performance using a sample of 429 students in grades 2 and 4, their parents, and their 28 teachers. Data reveal the critical role of parents in both the homework process and the success of elementary school students. Positive parent involvement in homework was the strongest predictor of…
Descriptors: Academic Achievement, Elementary Education, Elementary School Students, Homework
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Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – Educational Evaluation and Policy Analysis, 1999
Analyzed data from a five-year followup of students in Tennessee's Student/Teacher Achievement Ratio (STAR) project, a four-year large-scale randomized examination of the effects of class size on academic achievement. Results suggest that class-size benefits persist for at least five years and remain large enough to be important to educational…
Descriptors: Academic Achievement, Class Size, Educational Policy, Educational Research
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Nye, Barbara A.; Hedges, Larry V.; Konstantopoulos, Spyros – American Journal of Education, 2000
Investigates differential effects of small classes on academic achievement among disadvantaged elementary students using data from Tennessee's Student Achievement Ratio Project. While positive effects of small classes are evident on both reading and mathematics achievement, there is no evidence of differential effects for low socioeconomic status…
Descriptors: Academic Achievement, Class Size, Disadvantaged Youth, Elementary Secondary Education
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Nye, Barbara – ERS Spectrum, 1993
Shows how multiage grouping in the primary grades can support school improvement. Acknowledging chronological age as a crude indicator of learning readiness, multiage programs emphasize grouping children within classes based on readiness, interest, and/or acquired knowledge. This article explains program benefits, disadvantages, implementation…
Descriptors: Change Strategies, Class Organization, Educational Change, Grade Repetition
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Cooper, Harris; Lindsay, James J.; Nye, Barbara; Greathouse, Scott – Journal of Educational Psychology, 1998
The amount of homework assigned and completed, and attitudes about homework, were studied through questionnaires completed by 709 students, their parents, and 82 teachers. Differences in student, parent, and teacher perceptions of the amount of homework assigned and completed are discussed. In the lower grades, amount of homework completed helped…
Descriptors: Academic Achievement, Elementary School Students, Elementary Secondary Education, Grades (Scholastic)
Nye, Barbara A. – 1975
The purpose of this investigation was to determine whether particular variables or the interaction of the variables (sex, race, and residential location), had a significant effect on the development of visual motor skills in young children. A second purpose was to develop appropriate norm tables taking into account the findings of this study. The…
Descriptors: Academic Achievement, Analysis of Variance, Perceptual Motor Coordination, Performance Factors
Nye, Barbara A. – 1977
Data from a statewide screening of Tennessee Head Start children on the Developmental Test of Visual-Motor Integration (VMI) are analyzed in this report for two purposes: to determine whether sex, race, and residence have a significant influence on visual motor development as measured by the VMI, and to develop VMI norms for the Tennessee Head…
Descriptors: Analysis of Variance, Eye Hand Coordination, Norms, Perceptual Development
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