This final report on the California Class Size Reduction (CSR) initiative summarizes findings from three earlier reports dating back to 1997. Chapter 1 recaps the history of California's CSR initiative and includes a discussion of what state leaders' expectations were when CSR was passed. The chapter also describes research on class-size reduction that has been conducted elsewhere. Chapter 2 presents findings from previous CSR evaluations in California and relates these findings to program implementation issues, parent support, relationship of CSR to academic achievement, changes in teacher qualifications, teaching practices and resource issues, and the effect of CSR on the identification of special-education students. Chapter 3 asks what policy implications might be drawn from the research and how CSR fits into the larger context of standards-based education reform in California. The report provides the following major findings: implementation of CSR occurred rapidly, though it lagged in schools serving minority and low-income students; the relationship of CSR to student achievement was inconclusive; CSR was associated with declines in teacher qualifications and a less-equitable distribution of credentialed teachers; CSR had a modest effect on teacher mobility; implementation did not affect special-education identification or placement; and parents liked reduced-size classes. (Contains 27 references.) (RJM)