ERIC Number: ED322632
Record Type: RIE
Publication Date: 1990-Sep
Reference Count: N/A
The Case for Smaller Classes and Better Teachers.
Bain, Helen Pate; Jacobs, Roseanne
Streamlined Seminar, v9 n1 Sep 1990
The impact of class size reduction at the early levels on student achievement in various states is discussed in this report. The Tennessee Student Teacher Achievement Ratio (STAR) study, a statewide longitudinal evaluation of the effects of class size on student achievement and development in primary grades K-3, analyzed demographic and basic skill data from student records of 2,837 students in classes of various sizes. Findings indicate that small class size is a significant factor in kindergarten readiness achievement and is most effective in cases of low socioeconomic status and high attendance. A second phase of Project STAR, based on observations and interviews with 49 effective first-grade teachers, identified shared characteristics and instructional teaching strategies. Findings indicate that effective teachers have high expectations for student learning, stress family involvement and individual attention, and have clear discipline and organizational policies. An accompanying article by Brad Duggan discusses "Real Issues and False Assumptions about Class Size." Based on observation of the Texas school system, a conclusion is that reductions in class size at early levels has had a significant positive impact on student achievement. (LMI)
Descriptors: Academic Achievement, Class Size, Classroom Environment, Elementary Secondary Education, Family Involvement, Parent Participation, Program Evaluation, School Effectiveness, Small Classes, State Programs, Teacher Attitudes, Teacher Characteristics, Teacher Effectiveness, Teacher Student Ratio, Teacher Student Relationship
Educational Products, National Association of Elementary School Principals, 1615 Duke Street, Alexandria, VA 22314 ($2.50; quantity discounts).
Publication Type: Collected Works - Serials; Guides - Non-Classroom; Reports - Research
Education Level: N/A
Authoring Institution: National Association of Elementary School Principals, Alexandria, VA.