ERIC Number: ED313098
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
Differences in Achievement for First Grade Students Taught in Small Classes.
Butler, Joan M.; Handley, Herbert M.
In this study relationships between class size and 688 first grade students' academic achievement in reading, listening, and mathematics were examined in the 1986-87 and 1987-88 school years. Achievement test scores of 338 children in classes of 20 children each in l987-88 were compared with test data of 350 first grade children in classes of 27 students each during the 1986-87 school year. The Stanford Achievement Test Battery, Primary 1, was administered in April in the course of the routine testing program for each of the two years. Test data reported by the test's publishers were employed as criterion variables in the study. Variables of gender, race, and class size were recorded from official class records. Eligibility for federal free lunch programs was the criterion used to evaluate socioeconomic status. Multivariate analysis of variance and analysis of variance statistics were used to analyze achievement differences. Results indicated that, compared to students taught in the larger group, the first graders taught in groups of 20 attained significantly higher total and subscale scores in word study skills, word reading, reading comprehension, vocabulary, listening comprehension, spelling, concept of numbers, mathematics applications, environment, and reading. No differences in achievement were associated with gender, race, or socioeconomic status in any of the areas tested. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989). For related document, see PS 018 430.