Literaturnachweis - Detailanzeige
| Autor/inn/en | Achilles, C. M.; und weitere |
|---|---|
| Institution | Tennessee State Univ., Nashville. Center of Excellence for Research in Basic Skills. |
| Titel | The Lasting Benefits Study (LBS) in Grades 4 and 5 (1990-1991): A Legacy from Tennessee's Four-Year (K-3) Class-Size Study (1985-1989), Project STAR. Paper #7. |
| Quelle | (1993), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Analysis of Variance; Class Size; Elementary School Students; Elementary School Teachers; Minority Group Children; Primary Education; Public Schools; Small Classes; Student Development; Teacher Student Ratio; Tennessee |
| Abstract | A 4-year longitudinal experiment conducted in Tennessee examined class-size effects on student achievement in kindergarten through grade 3. The Student Teacher Achievement Ratio (STAR) project included more than 7,000 students per year in 79 schools in 42 school systems. Class size categories were: small class (13-17 students), regular class (22-26 students), and regular class with full-time teacher aide. Students and teachers were randomly assigned to class categories. The study found that students in small classes made significantly (statistically and educationally) greater gains than other students. In addition, minority students in small classes benefitted more than minority students in other class categories. It was also determined that gains achieved in kindergarten were maintained through third grade. Analyses showed a continuing, powerful class-size effect in all locations. However, no consistent teacher-aide effect was evident in the study. The Lasting Benefits Study (LBS) had already analysed data from a sample of STAR pupils through grades 4 and 5 in an attempt to determine whether gains STAR students achieved in small classes carried through to those grades. The LBS found that students who were in STAR small classes at least in grade 3 were statistically and educationally ahead of other STAR students. Three appendices include STAR data collection instruments, primary and extended analyses designs, and analysis of variance for cognitive outcomes. (Author/JPT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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