This study provides an overview of class size research, examples of various class size and pupil-teacher-ratio (PTR) configurations commonly used by practitioners, and the most recent findings of scientifically controlled experimental Tennessee STAR studies. The learning environment is hierarchical in nature, with student-level data influenced by…

This final report on the California Class Size Reduction (CSR) initiative summarizes findings from three earlier reports dating back to 1997. Chapter 1 recaps the history of California's CSR initiative and includes a discussion of what state leaders' expectations were when CSR was passed. The chapter also describes research on class-size reduction…

This fastback document explores ways to develop alternative high-school programs to help at-risk students. It focuses on the "school within a school" model where the emphasis is on a caring school climate and smaller class sizes. The booklet offers a step-by-step guide for developing an alternative school, which begins with determining the need…

This theme issue provides a synopsis of the step-by-step recommendations generated by participants at a conference on the implementation of class size reduction. It also contains summaries of the commissioned papers on research and practical knowledge about class size reduction. Recommendations focused on the major topic areas of improving…

This paper summarizes class size research conducted primarily since 1970. The paper discusses various relevant issues for use in policy, in schools, and in additional research. Several studies over the years have focused on: the issue of small being better and less being more and emphasized the STAR (Student Teacher Achievement Ratio) education…

Telephone surveys by the Montgomery County (Maryland) Public Schools found that almost half the parents surveyed had themselves attended private schools and that, in switching their children to private schools, they sought more discipline, higher academic standards, more homework, smaller classes, more individual attention, and greater parent…

Before a St. Louis (Missouri) school could raise student achievement, its principal had to break through several "false ceilings" to create a new standard of student performance. To achieve this goal, the principal refrained from underestimating her "at-risk" students, provided enrichment instead of remediation programs,…

According to Tennessee's 4-year study of class size, smaller classes (13 to 17 students) have an advantage over larger classes in reading and mathematics in the early primary grades. Another study showed that fourth graders previously enrolled in Project STAR classes out-performed non-STAR students. Benefits are greater when teachers possess…

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)

Beginning in 1991-92, a local school district undertook a concerted effort to reduce class size in grades 1 through 3 to 1:15, the Student/Teacher Achievement Ratio (STAR) Project. Achievement gains and research indicated that class size caused increased achievement and facilitated improved instruction. (SLD)

Using research to develop a solid educational foundation can accommodate diverse forces confronting educators, initiate systemic change, and help solve the pupil-teacher ratio (PTR)/class-size puzzle. Small K-3 classes are effective and can be efficient if changes are research-based and exploit class-size and PTR differences. (25 references) (MLH)

Describes Tennessee's Student/Teacher Achievement Ratio (STAR) Project, a study of class size, and summarizes its findings with regard to academic achievement and behavior. Positive findings from STAR are providing impetus for class-size-reduction policies. Discusses some criticisms of STAR research and findings. (SLD)

Evaluated Wisconsin's Student Achievement Guarantee in Education (SAGE) program of class-size reduction through a quasi-experimental, comparative-change design. Results for 1996-97 and 1997-98 are consistent with the positive effects shown for Tennessee's Student/Teacher Achievement Ratio program (STAR). (SLD)

Tested whether variations in class size caused teachers to alter their teaching methods. Examination of 2,170 mathematics classes suggests that, when class size is reduced, teachers do not spend time on new material, nor do they finish more of the assigned textbook. Instead, they shift time to more individual instruction. (SLD)

Although class-size reductions cannot guarantee better student performance, the Tennessee and Wisconsin experiences, along with other studies, suggest that successful programs share key characteristics: concentration in the primary schooling years, classes with not more than 20 students, greater benefits for urban minority students, and alignment…