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Peer reviewed Peer reviewed
ERIC Number: EJ665519
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0162-3737
EISSN: N/A
Do Low-Achieving Students Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment.
Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros
Educational Evaluation and Policy Analysis, v24 n3 p201-17 Fall 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, Low Achievement
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A