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ERIC Number: ED369172
Record Type: Non-Journal
Publication Date: 1994-Mar-18
Pages: 37
Abstractor: N/A
Reference Count: N/A
The Effect of Class Size on Achievement and Retention in the Primary Grades: Implications for Policy Makers.
Harvey, Barbara H.
Retention of students began soon after the introduction of graded elementary schools in the mid-1800s. As early as 1911, research started to show that retention failed to remedy the difficulties of academic achievement and social adjustment exposed through graded schools. Educators today have a number of options other than retention designed to help students who are not meeting grade-level standards. One of those options is enrolling students in smaller classes. Using the Project STAR database, this study examined whether class size remediates achievement scores of kindergartners and first graders once they have been retained. The study examined data on retained kindergartners and first graders to determine common demographic characteristics and school type and the effect of class size on academic achievement. Retained students' achievement scores in reading and math on the Stanford Achievement and the Basic Skills First tests were analyzed in three class sizes: small (13-17 students), regular (21-25 students), and regular with an aide. The average kindergarten and first grade retainee was poor, white, male, and attended a rural school. The study found that there was no significant difference among retainees at either grade level between or among classes. Also, class size did not remediate poor academic achievement. (Contains 31 references.) (JPT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A