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Autor/inn/en | Nye, Barbara A.; Hedges, Larry V.; Konstantopoulos, Spyros |
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Titel | Do the Disadvantaged Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment. |
Quelle | In: American Journal of Education, 109 (2000) 1, S.1-26Infoseite zur Zeitschrift |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0195-6744 |
Schlagwörter | Academic Achievement; Class Size; Disadvantaged Youth; Elementary Secondary Education; Mathematics Achievement; Minority Group Children; Reading Achievement; Socioeconomic Status |
Abstract | Investigates differential effects of small classes on academic achievement among disadvantaged elementary students using data from Tennessee's Student Achievement Ratio Project. While positive effects of small classes are evident on both reading and mathematics achievement, there is no evidence of differential effects for low socioeconomic status students and only weak evidence of differential effects for minority students in reading achievement. (SM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |