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ERIC Number: ED540485
Record Type: Non-Journal
Publication Date: 2012-Oct
Pages: 10
Abstractor: ERIC
Class-Size Policy: The STAR Experiment and Related Class-Size Studies. NCPEA Policy Brief. Volume 1, Number 2
Achilles, Charles M.
NCPEA Publications
This brief summarizes findings on class size from over 25 years of work on the Tennessee Student Teacher Achievement Ratio (STAR) randomized, longitudinal experiment, and other Class-Size Reduction (CSR) studies throughout the United States, Australia, Hong Kong, Sweden, Great Britain, and elsewhere. The brief concludes with recommendations. The STAR research shows that small classes (15-17 pupils) in kindergarten through third grade (K-3) provide short- and long-term benefits for students, teachers, and society at large. Although all students benefit; poor, minority, and male students reap extra benefits in terms of improved test outcomes, school engagement, and reduced grade retention and dropout rates. Differing formulas for counting students and teachers are a major impediment to understanding and using small classes correctly: a pupil-teacher ratio (PTR) is a division problem, class size is an addition problem. The two are not the same, and thus PTR data cannot be used as a substitute for actual class-size data. (Contains 2 tables, 4 resources and 13 footnotes.)
NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Council of Professors of Educational Administration
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A