Discusses Project STAR, a four-year study of class size reduction on student achievement in the early elementary grades. The paper reviews research on class size, puts Project STAR in context, describes its design and introduces several articles noting research implications for policy debate about class size. (SM)

This article reports the Project STAR interview study that examined changes in K-3 teacher perceptions after teaching for a year in small classes or regular classes with aides. Teachers believed small classes or aides changed teaching and learning. They became more effective and satisfied and provided more individual attention. (SM)

Tennessee's four-year Project STAR provided one-third class size reduction in early elementary school. Small class students in all types of schools scored significantly higher than regular class students in reading and math. The article discusses lessons learned and cost-effective ways to reduce class size. (SM)

Researchers followed up on fourth graders from Project STAR, a reduced class size experiment. Using norm and criterion-referenced achievement tests and teacher ratings of student effort, initiative, and behavior, they found significant small class carry-over effects on every achievement measure and significant participation differences in small…

Paper summarizes policy and research implications of several studies on Project STAR, noting relationships between class size and student achievement, class size and teaching, and theories of class size effects. It recommends using class reduction to improve achievement and suggests future research on teaching styles, curriculum objectives, and…

Article reanalyzes and expands upon data from Tennessee's Project STAR which examined the effects of class size reduction on student achievement in the primary grades. It describes six competing theories of class size impact on achievement and test performance, settling on the student group/modeling interpretation of study data. (SM)

Examines second and third grade data from Project STAR, a reduced class size study. Observers viewed teachers, some of whom received inservice training on effective teaching and class type. Observers' narratives and ratings of class activities and interaction indicated little change in teaching practices regardless of class type or training. (SM)