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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ535201
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0017-8055
Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size.
Mosteller, Frederick; And Others
Harvard Educational Review, v66 n4 p797-842 Win 1996
Review of tracking research reveals a small number of well-designed studies with equivocal results. The Tennessee Class Size Study demonstrates convincingly that student achievement is better in smaller K-3 classes and the effect continues later in regular-sized classes. More randomized, controlled field trials such as this are needed. (SK)
Descriptors: Ability Grouping, Academic Achievement, Class Size, Elementary Education, Longitudinal Studies, Research Needs, Teacher Student Ratio, Track System (Education)
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Tennessee