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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: School Organization
Law and Policy IssuesJournal ArticlesEJ592468 TM522012The Political and Institutional Origins of a Randomized Controlled Trial on Elementary School Class Size: Tennessee's Project STAR. Author: Ritter, Gary W.; Boruch, Robert F. Availability: Journal Citation: Educational Evaluation and Policy Analysis, v21 n2 p111-25 Sum 1999 Publication Date: 1999 ISSN: 0162-3737 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: Examines the origins of Tennessee's Project Student/Teacher Achievement Ratio (STAR) and explores what it was about Tennessee in the mid-1980s that fostered the development of this experimental approach to class size. Highlights the connection between the research world and the political world that resulted in the STAR project. (SLD) Descriptors: *Class Size; Educational History; Educational Research; Elementary Education; Elementary School Students; *Political Influences; Research Utilization; *Small Classes; State Legislation; *Teacher Student Ratio Identifiers: *Student Teacher Achievement Ratio Project TN; Tennessee Descriptive Terms: Special issue titled "Class Size: Issues and New Findings." Research supported by the National Science Foundation and a grant from the U.S. Department of Education to the University of Pennsylvania. DocumentsED464394 EA031600Class Size: An Amendment Reflecting Further Research on State Policies. Author: Mitchell, Douglas E.; Mitchell, Ross E. Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Publication Date: February 29, 2000 Language: English Document Type: Information Analysis (070); Opinion papers (120) Journal Announcement: RIENOV2002 Descriptors: *At Risk Persons; *Class Size; Educational Change; Elementary Education; Ethnic Groups; Financial Support; Low Income Groups; *Minority Groups; *Policy Formation; Public Schools; State Action; *State Departments of Education; Teacher Student Ratio; Geographic Source: U.S.; District of Columbia ED460595 EF005330 School Facility Recommendations for Class Size Reduction. Author: Evans, Ann M. Institutional Author: California State Dept. of Education, Sacramento.(CIQ11100) Availability: Web site: http://www.cde.ca.gov/ftpbranch/sfpdiv/classize/. Publication Date: May 1998 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUN2002 Descriptors: *Class Size; *Educational Legislation; *Elementary Schools; *Kindergarten; Primary Education; Public Schools; School Location; School Size; *School Space; Special Education; State School District Relationship Identifiers: *California; *Class Size Reduction Geographic Source: U.S.; California ED456494 EA031090 Serendipitous Policy Implications from Class-Size-Initiated Inquiry: IAQ? Author: Achilles, C. M.; Prout, Jean; Finn, J. D.; Bobbett, Gordon C. Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Sponsoring Agency: Spencer Foundation, Chicago, IL. (BBB06744) Publication Date: February 18, 2001 Language: English Pages: 20 Document Type: Numerical/Quantitative Data (110); Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEFEB2002 Abstract: The level of carbon dioxide in a classroom can have a significant negative effect on teaching and learning. Carbon dioxide (CO2) level is affected by class size and time of day. Six urban schools were studied to characterize the effects of these three factors on different class sizes. Carbon monoxide, CO2, temperature, and relative humidity readings were taken in 32 rooms in 6 buildings at approximately 90-minute intervals during the school day. Statistical analyses show a steady increase in CO2 levels with time. Class-size and time-of-day effects are evident. All classes started approximately the same (600-700 parts per million {PPM}), but by day's end, the average CO2 level for small classes was 2,836 PPM and the average for larger classes was 4,181 PPM. Study results show a direct relationship between the amount of cubic feet of air per student and classroom performance of both students and teachers. Given the deteriorating condition of many schools, the increasing numbers of students, more reports of "sick building syndrome," increasing child asthma, and claims of low test scores, these results are important in matters of school health policy and practice. This report concludes with tables and appendices providing raw data and supplementary information on indoor air quality (IAQ). (RT) Descriptors: *Air Pollution; *Class Size; *Classroom Environment; Classroom Research; Elementary Secondary Education; Health Descriptive Terms: Paper presented at the Annual Meeting of the American Association of School Administrators (133rd, Orlando, FL, February 16-18, 2001). Part of an Ed.D. Dissertation, Eastern Michigan University, by Jean Prout. Contains small print. Geographic Source: U.S.; Michigan ED455670 EF005956 Still No Room To Learn: Crowded NYC Schools Continue To Jeopardize Smaller Class Size Plans. A Follow-Up Report to "No Room To Learn" and to the Class Size Summit Working Papers. Author: Green, Mark Institutional Author: Public Advocate for the City of New York, NY.(BBB36756) Availability: For full text: http://pubadvocate.nyc.gov. Publication Date: December 2000 Language: English Pages: 13 Document Type: Reports--Evaluative (142) Journal Announcement: RIEJAN2002 Abstract: This follow-up report revisits the overcrowded classroom issues facing the New York City Public School system after one year's efforts to correct the problem. The study reveals that: (1) 53 percent of all New York City elementary school buildings and annexes are overcrowded and continue to operate at 99 percent or greater capacity; (2) in 10 school districts, 70 percent or more of elementary school buildings are operating at 99 percent or greater capacity; (3) minischools and transportables, both ways to quickly increase capacity, are also overcrowded; and (4) over the last year, New York City collected less than 31 percent of the state's reimbursable school building aid despite enrolling almost 40 percent of the state's students. To end the class-size crunch and improve student performance, the report recommends that a number of specific actions be taken by the board of education, the State, and the City, including lobbying for new federal assistance. (GR) Descriptors: *Class Size; Comparative Analysis; *Crowding; Educational Facilities Improvement; *Educational Research; Elementary Education; *Elementary Schools; Public Schools; *Urban Schools Identifiers: *New York City Board of Education Descriptive Terms: For the original report on NYC school class size plans, see EF 005 918. Geographic Source: U.S.; New York ED452297 UD034118 The Class Size Policy Debate. Working Paper No. 121. Author: Krueger, Alan B.; Hanushek, Eric A. Institutional Author: Economic Policy Inst., Washington, DC.(BBB25681) Availability: Economic Policy Institute, 1660 L Street, N.W., Suite 1200, Washington, DC 20036 ($10). Web site: http://www.epinet.org. Publication Date: October 2000 Language: English Pages: 50 Document Type: Reports--Evaluative (142) Journal Announcement: RIESEP2001 Abstract: These papers examine research on the impact of class size on student achievement. After an "Introduction," (Richard Rothstein), Part 1, "Understanding the Magnitude and Effect of Class Size on Student Achievement" (Alan B. Krueger), presents a reanalysis of Hanushek's 1997 literature review, criticizing Hanushek's vote-counting method and suggesting it would be better to count each publication as a single study rather than counting separately each estimate within a publication. This method of analyzing the research suggests a strong connection between school resources used to reduce class size and student outcomes. It also discusses the effects of expenditures per student and looks at economic criterion (Lazear's theory of class size, benefits and costs of educational resources, the critical effect size, and caveats). Part 2, "Evidence, Politics, and the Class Size Debate" (Eric A. Hanushek), focuses on: the history of class size reduction; econometric evidence; the Tennessee Class Size Experiment (Project STAR, or the Student/Teacher Achievement Ratio Study); and policy calculations. The author claims that his own method of counting each estimate as a separate study is the most valid method and that effects of class size reduction will be small and expensive. An appendix discusses the econometric data. (Papers contain references.) (SM) Descriptors: *Academic Achievement; *Class Size; Cost Effectiveness; Econometrics; *Educational Economics; *Educational Research; Elementary Secondary Education; Expenditure per Student; Public Education Identifiers: Student Teacher Achievement Ratio Project TN Descriptive Terms: Introduction by Richard Rothstein. Geographic Source: U.S.; District of Columbia ED448225 UD033882 Smaller Classes Not Vouchers Increase Student Achievement. Author: Molnar, Alex Institutional Author: Keystone Research Center, Harrisburg, PA.(BBB36273) Availability: Keystone Research Center, 412 North Third Street, Harrisburg, PA 17101 ($12). Tel: 717-255-7181; Fax: 717-255-7193; e-mail: KeystoneRC@aol.com. Publication Date: June 1998 Language: English Pages: 54 Document Type: Opinion papers (120) Journal Announcement: RIEMAY2001 Abstract: This report is designed to help Pennsylvania policymakers compare two current school reform ideas that are intended to improve student achievement: private school vouchers and class size reduction. It begins with a brief history of educational vouchers, then reviews the achievement effects of the Milwaukee, Wisconsin, and Cleveland, Ohio, educational voucher programs. The reported benefits of these programs are compared to the benefits of reducing class size in grades K-3, using data from studies on class size conducted in Tennessee, Indiana, Nevada, California, and Wisconsin. The report concludes with policy recommendations for Pennsylvania based on evidence which indicates that small classes generate the greatest gains in kindergarten and grade 1. These recommendations include providing universal, publicly funded, full-day kindergarten with student-teacher ratios of 15:1; reducing class size in first grade to 15 students; and implementing an experimental program of class size reductions in grades 2 and 3 in which class size reductions are achieved in a variety of ways. (Contains 142 references.) (SM) Descriptors: *Academic Achievement; *Class Size; *Educational Vouchers; Elementary Secondary Education; High Risk Students; Poverty; Private Schools; Public Schools; School Choice; *Small Classes Identifiers: California; Cleveland Public Schools OH; Indiana; Milwaukee Public Schools WI; Nevada; Pennsylvania; Tennessee Geographic Source: U.S.; Pennsylvania ED447584 EA030743 Class Size: Can School Districts Capitalize on the Benefits of Smaller Classes? Author: Hertling, Elizabeth; Leonard, Courtney; Lumsden, Linda; Smith, Stuart C. Institutional Author: ERIC Clearinghouse on Educational Management, Eugene, OR.(SJJ69850) Availability: ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334. For full-text: http://eric.uoregon.edu. Journal Citation: Policy Report, n1 Spr 2000 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2000 Language: English Pages: 21 Document Type: Collected works--Serials (022); ERIC product (071) Journal Announcement: RIEMAY2001 Abstract: This report is intended to help policymakers understand the benefits of class-size reduction (CSR). It assesses the costs of CSR, considers some research-based alternatives, and explores strategies that will help educators realize the benefits of CSR when it is implemented. It examines how CSR enhances student achievement, such as when the student-teacher ratio is reduced significantly, and details some teachers' reports on the benefits of small classes; for example, students in smaller classes learn basic skills and subject matter more quickly and more thoroughly. Teaching practices in small classes are also examined, with a focus on pedagogy in Tennessee and California. Some of the costs associated with CSR include a reduction in teacher quality and a shortage of personnel and facilities. Alternatives to CSR include enhancing teacher expertise, reorganizing schools, using cooperative learning groups, peer tutoring, schedule changes, team teaching, using parents and volunteers, more computers, and teacher aides. The report stresses the importance of ensuring that enough well-trained teachers are available to meet the increased need, which includes replacing those teachers who will be retiring. The last section of the publication outlines ways to design a policy that is tailored for each district's needs. (RJM) Descriptors: *Class Size; *Educational Policy; Educational Strategies; Elementary Secondary Education; Professional Development; *Teacher Student Ratio; Teaching Methods Identifiers: *Class Size Reduction Descriptive Terms: Contributing author: Lawrence O. Picus. Geographic Source: U.S.; Oregon ED440454 EA030365 Class Size Reduction: Great Hopes, Great Challenges. Policy Brief. Institutional Author: WestEd, San Francisco, CA.(BBB33305) Availability: EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: Department of Education, Washington, DC. (EDD00001) Publication Date: January 1999 Language: English Pages: 3 Document Type: Reports--Evaluative (142) Journal Announcement: RIEOCT2000 Abstract: This policy brief examines the benefits and the challenges that accompany class-size reduction (CSR). It suggests that when designing CSR programs, states should carefully assess specific circumstances in their schools as they adopt or modify CSR efforts to avoid the unintended consequences that some programs have experienced. Some of the challenges include the teaching supply and teacher quality, inadequate facilities, and a worsening of inequities. However, CSR also can provide many benefits, such as achievement gains, especially for poor and minority students; greater individual attention, the improved identification of special needs, and fewer discipline problems; faster and more indepth coverage of content; greater teacher-parent contact and parent satisfaction; and reduced classroom stress and greater enjoyment of teaching. Research shows that children in the primary grades--especially poor and minority children--benefit most from smaller classes. Schools will need to hire many new teachers, and these newest educators will require mentorship and training programs. Facility support will also need to be examined, along with plans to implement flexible funding. Finally, CSR programs should build in evaluation and research components that focus on unanswered questions. (RJM) Descriptors: *Class Size; Educational Change; Elementary Secondary Education; Government School Relationship; Program Development; Small Classes; *Teacher Student Ratio Identifiers: *Class Size Reduction Contract Number: RJ96006901 Geographic Source: U.S.; California ED439574 EC307753 Special Education Issues in Caseload/Class Size. Quick Turn Around (QTS) Forum. Institutional Author: National Association of State Directors of Special Education, Alexandria, VA.(BBB30157) Availability: Project FORUM at NASDE, 1800 Diagonal Road, Suite 320, Alexandria, VA 22314. Tel: 703-519-3800 (voice); Tel: 703-519-7008 (TDD) (available in alternative formats). Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. (EDD00017) Publication Date: March 2000 Language: English Pages: 6 Document Type: Reports--Descriptive (141) Journal Announcement: RIESEP2000 Abstract: This issue brief provides an update on state regulations on caseload/class size in special education. The regulations from 27 states were reviewed and characteristics of state regulations are explained. Findings indicate that no two states have the same regulations on class size/caseload for special education. The size of the regulation varies from as short as one sentence to a very detailed eight pages. Two general types of regulations exist: those that are prescriptive on the basis of various elements and those that are nonprescriptive or general in nature. Among the prescriptive states, some use one criterion, while others use a combination. Limits are given in different forms; some are specific numbers while others use a range. In addition, some states use maximums and others use averages. States using single-criterion regulations use type of program, type of staff, and type of disability to set pupil-teacher ratios. Those states which have multiple criteria regulations use the following categories: by disability and program type, by disability and grade level, by program type and grade level, by teacher license and grade level, and by program type, grade level, and disability. (CR) Descriptors: *Class Size; *Criteria; *Disabilities; Elementary Secondary Education; *Special Education; Specifications; *State Regulation; State Standards; *Teacher Student Ratio Contract Number: H159K70002 Geographic Source: U.S.; Virginia ED435778 UD033182 Reducing Class Size in America's Urban Schools. Author: Naik, Manish Institutional Author: Council of the Great City Schools, Washington, DC.(BBB04764) Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Publication Date: October 1999 Language: English Pages: 39 Document Type: Reports--Descriptive (141); Test/questionnaires (160) Journal Announcement: RIEAPR2000 Abstract: This report provides information on how federal funding is being used to reduce class size and to spur academic achievement in U.S. urban schools, focusing on the federal Class Size Reduction Program signed into law in 1998. Data from surveys of 40 members of the Council of the Great City Schools, a coalition of the U.S.'s largest urban public school systems, indicated the following: approximately 3,558 new teachers have been hired in these large school districts with new federal class size funding; about 7,762 new teachers have received professional development with new federal class size funding; all 40 districts hired new teachers with the federal class size funding; new urban teachers were hired for grades 1-3 in the critical shortage areas of literacy, mathematics, bilingual education, and special education; and the class size programs in responding urban districts have also leveraged state and local resources to reduce class size and improve teaching skills. This report includes descriptions of ways that some urban school districts are using the federal class size reduction funds to improve student achievement. Three appendixes offer Class Size Reduction survey results, Class Size Reduction Program PL 105-277, and the Class Size Reduction Program survey. (SM) Descriptors: Academic Achievement; Beginning Teachers; *Class Size; Educational Legislation; Elementary Secondary Education; Faculty Development; *Federal Aid; Federal Government; Federal Legislation; Public Schools; Teacher Improvement; *Urban Schools Geographic Source: U.S.; District of Columbia ED433977 RC022051 School Size and Class Size in Texas Public Schools. Policy Research Report Number 12. Institutional Author: Texas Education Agency, Austin. Div. of Policy Planning and Evaluation.(BBB30859) Availability: Texas Education Agency, P.O. Box 13817, Austin, TX 78711; For full text: http://www.tea.state.tx.us/research/abs2.htm . Governmental Status: State Publication Date: January 1999 Language: English Pages: 33 Document Type: Information Analysis (070); Reports--Research (143) Journal Announcement: RIEFEB2000 Abstract: In response to an enrollment increase of 666,961 students over the past 10 years, Texas public schools have increased in both number and size. The number of Texas high schools with over 2,000 students increased by 35 percent from 1987-88 to 1997-98, and these very large schools now make up 14 percent of all regular instructional high schools. Furthermore, the number of elementary and middle schools with 900 or more students increased by 30 and 53 percent, respectively, during that period. Recent research suggests that smaller schools may be more efficient at providing conditions conducive to student learning. One of those conditions is smaller classes. This report presents an overview of findings from school size research conducted nationally over the past two decades. Moreover, school size trends in Texas are described, and the relationship between school size and student academic performance in Texas is analyzed. In addition, Texas policy related to student-teacher ratios and class size is reviewed, and the relationship between student-teacher ratios and school size is examined. Finally, a review of class size research conducted nationally presents findings in the areas of school climate; academic achievement; and principal, teacher, and parent perceptions. Financial considerations in decisions to reduce class size are also discussed. Data tables present school characteristics for various size categories and list class size policies by state. (Contains 84 references and 7 tables.) (SV) Descriptors: *Academic Achievement; Advanced Courses; *Class Size; Educational Environment; Educational Policy; Elementary Secondary Education; Enrollment Trends; Expenditure per Student; *Institutional Characteristics; *Public Schools; *School Size; Small Schools; *Teacher Student Ratio Identifiers: Large Schools; *Texas Geographic Source: U.S.; Texas ED423602 EA029370 California's Class Size Reduction: Implications for Equity, Practice & Implementation. Author: Wexler, Edward; Izu, JoAnn; Carlos, Lisa; Fuller, Bruce; Hayward, Gerald; Kirst, Mike Institutional Author: Policy Analysis for California Education, Berkeley, CA.(BBB24265); WestEd, San Francisco, CA.(BBB33305) Availability: Web Site: http://www.wested.org/policy; e-mail: lcarlos@wested.org or ewex4@uclink4.berkeley.edu Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: March 1998 Language: English Pages: 34 Document Type: Reports--Evaluative (142) Journal Announcement: RIEMAR1999 Abstract: When California implemented its class-size reduction (CSR) program in 1996, a number of questions regarding financial burdens, teacher shortages, scarcity of facilities, and collective bargaining were raised. This first-year implementation study aims to provide some contextual information as background for answering questions, to clarify these issues and to provide a more comprehensive, long-term evaluation of CSR, contextual information. In section 1, the introduction examines the status of the class-size reduction initiative and discusses what the research says. Section 2 provides the study design and then describes the major findings, focusing on the effects on special populations, on staff development, on classroom practices, on parent involvement, and on implementation challenges. Section 3 contains detailed coverage of findings in these same areas of focus. Section 4 provides an overview of policy and research implications of CSR. The emphasis throughout the report is on the perceptions of school-level educators, so as to provide evidence of how CSR unfolded in particular schools across California in its first year of implementation. Findings show that district officials, teachers, principals, and coordinators generally believe that CSR will lead to high student achievement. Some specific areas of CSR that warrant more careful evaluation are provided. (Contains 36 endnotes and 51 references.) (RJM) Descriptors: *Class Size; Educational Assessment; *Educational Needs; Elementary School Teachers; Evaluation; Evaluation Needs; Primary Education; Program Effectiveness; *Program Implementation; Teacher Student Ratio Identifiers: *California; *Class Size Reduction Descriptive Terms: "With the assistance of Jim Sook Lee, Kyo Yamashiro, John Flaherty, Dianna Guitierrez." Geographic Source: U.S.; California ED423600 EA029368 Class Size Reduction: Lessons Learned from Experience. Policy Brief No. Twenty-three. Author: McRobbie, Joan; Finn, Jeremy D.; Harman, Patrick Institutional Author: WestEd, San Francisco, CA.(BBB33305) Availability: WestEd, 730 Harrison Street, San Francisco, CA 94107-1242; Web site: http://www.WestEd.org/policy Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: August 1998 Language: English Pages: 13 Document Type: Reports--Evaluative (142) Journal Announcement: RIEMAR1999 Abstract: New federal proposals have fueled national interest in class-size reduction (CSR). However, CSR raises numerous concerns, some of which are addressed in this policy brief. The text draws on the experiences of states and districts that have implemented CSR. The brief addresses the following 15 concerns: Do small classes in and of themselves affect student learning? What conditions are critical to achieving the small-class effect? What do we know about why small classes are academically beneficial? How small is small enough? Can small-class features be identified and used in large classes to create a small-class environment? For how long do students need to be in small classes to gain lasting benefits? Is CSR worth the cost? How much does CSR typically cost? Are there ways to contain the costs of reducing class size? Is the necessary infrastructure in place to support CSR? Should CSR be used in conjunction with other strategies? Will CSR be optional or mandatory? Will the funding be flat or wealth-adjusted? Will there be a rigid cap or is the number of students per class flexible? Will small classes be self-contained or team-taught? A brief overview of four CSR initiatives is presented. (Contains 27 endnotes.) (RJM) Descriptors: *Class Size; *Educational Assessment; Elementary Education; *Evaluation Needs; Information Needs; Program Effectiveness; Program Evaluation; Teacher Student Ratio Identifiers: *Class Size Reduction Descriptive Terms: Printed in color on colored paper. Geographic Source: U.S.; California ED419286 EA029046 Class Size, Academic Achievement and Public Policy. Author: Ziegler, Suzanne Institutional Author: Canadian Education Association, Toronto (Ontario). Availability: Canadian Education Association, 252 Bloor Street W., Suite 8-200, Toronto, Ontario M5S 1V5, Canada ($8, plus $1.40 shipping and handling, $2 on foreign orders). Journal Citation: Connections v1 n1 Nov 1997 Publication Date: 1997-11-00 Copy Availibility: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Language: English Pages: 9 Document Type: Collected Works (022); Information Analyses (070) Journal Announcement: RIEOCT1998 Abstract: This report addresses some of the concerns surrounding smaller classes and looks at whether reduced class sizes result in higher achievement levels, and concludes that it in fact does increase student achievement, so long as classes do not exceed 17 students. But many critics question whether the high cost of reducing classes to 17 or fewer students justifies the results. Achievement and cost-efficient comparison are then made between small classes, a combination of methods such as one-to-one tutoring by certified teacher, peer tutoring, and cooperative learning. States, such as California, that have witnessed a decline in student scores, when compared to other states, are eager to implement changes to stop the slide in academic achievement. Research has shown that decreasing class sizes is not the most efficient way of improving achievement, but all approaches have cost implications. (RJM) Descriptors: *Academic Achievement; *Class Size; Classroom Environment; Correlation; Elementary Secondary Education; Foreign Countries; *Policy Formation; *Public Policy; School Policy; *Small Classes; Teacher Student Ratio Descriptive Terms: French language version also available. Level: 2 Geographic Source: Canada; Ontario ED417459 EA028862 Nevada's Class-Size Reduction Program. Nevada Revised Statutes 388.700-388.730: Program To Reduce the Pupil-Teacher Ratio. Background Paper 97-7. Author: Sturm, H. Pepper Institutional Author: Nevada Legislative Counsel Bureau, Carson City. Availability: Governmental Status: State Publication Date: 1997-04-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 16 Document Type: Reports (143) Journal Announcement: RIEAUG1998 Abstract: In 1989, the Nevada Legislature enacted the Class-Size Reduction (CSR) Act. The measure was designed to reduce the pupil-teacher ratio in the public schools, particularly in the earliest grades. The program was scheduled to proceed in several phases. The first step reduced the student-teacher ratio in selected kindergartens and first grade classes for 1990-1991 school years. The second step was designed to improve the second grade ratios; the 1991 Legislature made funds available for reducing the ratios to 16 to 1. The third grade phase was delayed until the 1996-97 fiscal year. Program costs are detailed, broken down by grade level, and the classroom configurations that have been employed are also described. Initial evaluation of the CSR program indicates that educators and parents were positive in their attitudes toward class-size reduction and that school districts reported fewer special education referrals. No exceptional results in achievement scores were reported. Subsequent studies of the program also produced mixed results, which it is believed reflect different teaching styles, maturity of students, and other factors. Special analysis of the program's impact on special-education referrals and grade retention are provided. (RJM) Descriptors: *Class Size; *Classroom Environment; Educational Change; Educational Environment; *Educational Innovation; Elementary Education; *School Effectiveness; School Restructuring; Small Classes; *Teacher Student Ratio Identifiers: Class Size Reduction; *Nevada Level: 1 Geographic Source: U.S.; Nevada ED412658 EA028752 Class Size Reduction. LAO Policy Brief. Author: Schwartz, Joel Institutional Author: California State Legislative Analyst's Office, Sacramento. Availability: Governmental Status: State Publication Date: 1997-02-12 Copy Availibility: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Language: English Pages: 25 Document Type: Reports (142) Journal Announcement: RIEMAR1998 Abstract: The California Legislature and Governor created the Class Size Reduction (CSR) program as part of the 1996-97 Budget Act. The goal of the program is to increase student achievement by reducing average class sizes from 28.6 students to no more than 20 students in up to 3 grades. The 1997-98 governor's budget proposes expansion of the CSR program to four grades. This policy brief summarizes the state Legislative Analyst's Office's findings on CSR program implementation. District practices of maintaining a 19:1 student/teacher ratio (instead of a 20:1 ratio) increases CSR costs from $630 to $770 per student. Also, CSR per-pupil costs vary widely, from zero to about $1,000 from district to district. The newly hired 18,400 CSR teachers are less qualified than regular teachers, and districts are running out of low-cost options for new facilities. Evaluators recommend that the legislature allow districts to use CSR teachers much more flexibly and increase flexibility on the 20:1 cap. The legislature should delay implementation of a fourth grade, due to shortages of qualified teachers and high facilities costs, but should earmark $100 million funding in subsequent years. New Proposition 98 funds should be directed into local revenue limits, not to the CSR per-pupil amount. Finally, $52 million in Goals 2000 funds should be used for CSR-related staff development. (MLH) Descriptors: *Class Size; Cost Effectiveness; Elementary Education; Expenditure Per Student; Professional Development; Program Evaluation; Program Implementation; *Small Classes; *State Legislation Identifiers: *California Level: 2 Geographic Source: U.S.; California ED407699 EA028267 Reducing Class Size: A Review of the Literature and Options for Consideration. Author: Illig, David C. Institutional Author: California State Library, Sacramento. California Research Bureau. Availability: California Research Bureau, California State Library, P.O. Box 942837, Sacramento, CA 94237-0001 (single copies free). Governmental Status: State Publication Date: 1997-00-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 19 Document Type: Information Analyses (070) Journal Announcement: RIEOCT1997 Abstract: Four initiatives to reduce class size are before the California State Legislature--SB 1414, AB 2449, the Governor's proposal, and AB 2821. Three of them were influenced by the findings reported by Tennessee's Project Student Teacher Achievement Ratio (STAR). Project STAR is a longitudinal demonstration project that since 1985 has examined the effects of reduced class size on student performance in grades K-3. This paper reviews the findings of STAR researchers, who reported that students in smaller classes showed marked improvement in academic performance. The paper reviews the literature on class size and discusses technical, implementation, and fiscal concerns about the STAR research findings. Specifically, some analysts have questioned whether the benefits of smaller classes significantly offset the costs incurred to create them. Another concern is whether classes with as few as 15 children are small enough to achieve marked improvements in performance, and whether those improvements persist over time. Finally, there are concerns about whether other reforms should accompany smaller classes in order to ensure consistent achievement gains. The paper suggests that the California state legislature may wish to consider other class-reduction options, such as coordinating funding for related projects, focusing on low-achieving schools first, and establishing a formal evaluation program to examine issues related to class-size reduction. The legislature might also consider options in lieu of smaller classes, including early-late classes, individual tutoring, comprehensive reform programs, and early childhood programs. One table is included. (Contains 29 references.) (LMI) Descriptors: *Academic Achievement; *Class Size; Longitudinal Studies; Outcomes of Education; Performance; Primary Education; *Small Classes; *State Legislation; *Teacher Student Ratio Identifiers: *California; *Student Teacher Achievement Ratio Project TN Level: 1 Geographic Source: U.S.; California ED407461 UD031697 Review of the Initial Phase of the Implementation of the Class Size Reduction Policy. Standards, Assessment, and Integration Services Report No. 700. Author: Millett, Susan; And Others Institutional Author: San Diego City Schools, CA. Planning, Assessment, and Accountability Div. Availability: Publication Date: 1995-03-07 Copy Availibility: EDRS Price MF01/PC06 Plus Postage. Language: English Pages: 137 Document Type: Statistical Data (110); Reports (142) Journal Announcement: RIESEP1997 Abstract: In February 1994 the San Diego (California) Board of Education adopted a policy to bring about a phased reduction in class size in all district schools. Resources were allocated to initiate Phase I of this plan, which called for limited class size in grades 1 and 2 at all elementary sites to 25.5 students. A formative review was undertaken to determine the effectiveness of the policy before any decision is made about its expansion to other grade levels. Implementation and program effects were studied through surveys of 85 principals, 747 teachers in grades 1 and 2, 120 teachers of higher grades, and 5,216 parents as well as interviews completed by some teachers, parents, and administrators. Positive appraisals outweighed negative appraisals for all stakeholder groups, with teachers, in particular, very satisfied with the advantages class size reduction has brought their classrooms. Observational data from 36 classrooms also supported the effectiveness of the program. Roughly two of three teachers and principals believed that reduction in class size would have a positive impact on reading achievement by grade 3. Some suggested disadvantages were the belief that services in other grades would be adversely affected. Respondents criticized the program for a lack of professional support and staff development and its imposition from the district in a top-down approach. Eleven appendixes provide supplemental data about study methodology and findings. (Contains 8 tables, 19 figures, and 26 references.) (SLD) Descriptors: *Class Size; *Educational Change; *Elementary School Students; Formative Evaluation; Parents; Primary Education; Principals; Program Implementation; *Reading Achievement; School Restructuring; Surveys; Tables (Data); *Teachers; *Urban Schools Identifiers: *San Diego Unified School District CA Descriptive Terms: Some pages are printed on colored paper and may not reproduce well. Level: 1 Geographic Source: U.S.; California ED400606 EA027996 The Nevada Class Size Reduction Evaluation Study, 1995. Institutional Author: Nevada State Dept. of Education, Carson City. Availability: Governmental Status: State Publication Date: 1995-03-00 Copy Availibility: EDRS Price MF01/PC04 Plus Postage. Language: English Pages: 97 Document Type: Reports (143) Journal Announcement: RIEMAR1997 Abstract: A primary purpose for reducing the student-teacher ratio in the early grades is to make students more successful in their later years. This document contains two separate, but interrelated reports that examined two aspects of the 1989 Class Size Reduction (CSR) Act in Nevada. The Act called for a reduction in student-teacher ratios for selected kindergarten classes and for grades 1-3. The two studies evaluated the outcomes of CSR in all 17 Nevada school districts. The first study, which examined changes in Comprehensive Test of Basic Skills (CTBS) scores, concluded that the act was successful in reducing the student-teacher ratio within Nevada's second-grade classrooms. Team teaching helped to reduce the ratio for approximately 34 percent of the state's second-grade students. The effect of lower ratios, however, was mixed. Short-term success was reflected in higher reading and mathematics scores. However, special education status, English-Second-Language status, ethnicity, free-lunch eligibility, and class configuration were more important factors than class size in predicting a student's CTBS score. Although a portion of the differences between student scores were explained by class size and student characteristics, approximately 90 percent of the differences were unexplained by the data. Recommendations include: (1) Fully fund the CSR program for the grades it covers; (2) fund programs that target preschools and early intervention programs for special populations; (3) fully fund a comprehensive evaluation of the program; (4) develop a longitudinal evaluation design that relies on existing state-mandated testing; and (5) provide funding to include teacher and staff development. The second study surveyed all Nevada elementary school principals, all first- and second-grade teachers, and parents of students in CSR classrooms. The surveys elicited generally favorable responses toward CSR. (Contains 29 references, 56 tables, and 6 figures.) (LMI) Descriptors: *Academic Achievement; *Class Size; Primary Education; Scores; *Small Classes; Surveys; *Teacher Student Ratio; *Teacher Student Relationship Identifiers: *Nevada Level: 1 Geographic Source: U.S.; Nevada ED390193 EC304457 Caseload/Class Size in Special Education: A Brief Analysis of State Regulations. Final Report. Author: Ahearn, Eileen M. Institutional Author: National Association of State Directors of Special Education, Alexandria, VA. Availability: Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. Publication Date: 1995-12-12 Copy Availibility: EDRS Price MF01/PC03 Plus Postage. Language: English Pages: 66 Document Type: Reports (141) Journal Announcement: RIEMAY1996 Abstract: State special education regulations on class size/caseload in special education programs and services are analyzed, and regulations from 21 states are excerpted. Research on class size in general education and special education is reviewed. While there are hundreds of studies reported for general education, there have been very few studies focused on class size and special education. Characteristics of some state regulations that govern student-teacher ratios are addressed. State requirements for class size/caseload in special education programs and services are more specific and complicated than those for general education. It is suggested that there is no single best way to determine appropriate class and group size for special instructional programs and services. However, there is a need for more research to identify factors involved to support the policymaking process. Regulatory information is presented for the following states: Alabama, California, Illinois, Indiana, Iowa, Kansas, Massachusetts, Maryland, Maine, Michigan, Missouri, Nebraska, New Hampshire, New Jersey, New York, North Carolina, North Dakota, Oklahoma, Pennsylvania, Utah, and West Virginia. (Contains 14 references.) (SW) Descriptors: *Class Size; *Disabilities; Educational Policy; Elementary Secondary Education; *Special Education; Special Education Teachers; *State Regulation; *Teacher Student Ratio; Teaching Load Descriptive Terms: Prepared by Project FORUM. Level: 1 Target Audience: Policymakers Contract Number: HS92015001 Geographic Source: U.S.; Virginia |