NotesFAQContact Us
Collection
Advanced
Search Tips
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

Back to results
Peer reviewed Peer reviewed
ERIC Number: EJ644354
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0195-6744
Do the Disadvantaged Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment.
Nye, Barbara A.; Hedges, Larry V.; Konstantopoulos, Spyros
American Journal of Education, v109 n1 p1-26 Nov 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 students and only weak evidence of differential effects for minority students in reading achievement. (SM)
Descriptors: Academic Achievement, Class Size, Disadvantaged Youth, Elementary Secondary Education, Mathematics Achievement, Minority Group Children, Reading Achievement, Socioeconomic Status
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Published in 2002.