The effects of small classes on academic achievement. The results of the Tennessee class size experiment.

Autor/inn/en	Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros
Titel	The effects of small classes on academic achievement. The results of the Tennessee class size experiment.
Quelle	In: American educational research journal, 37 (2000) 1, S. 123-151Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 22; Tabellen 11
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312037001123
Schlagwörter	Empirische Untersuchung; Kindergarten; Klassengröße; Übergang; Primarbereich; Schüler; Schulerfolg; Schulversagen; Schülerleistung; Leistung; USA
Abstract	The effects of class size on academic achievement has been studied for decades. Although the results of small scale randomized experiments and large-scale econometric studies point to positive effects of small classes, some scholars have seen the evidence as ambiguous. This paper reports analyses of a 4-year, large-scale randomized experiment on the effects of class size, project STAR in Tennessee. Although implementation was not perfect, these analyses suggest that shortcomings in implementation probably led to underestimates of the effects of class size. The analyses reported here suggest class size effects that are quite consistent across schools. Thus, small classes appear to benefit all kinds of students in all kinds of schools. [The population of the study were children from kindergarten up to 3rd grade]. ( DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)