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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
Class-Size Reduction Programs—Descriptions and EvaluationsJournal ArticlesEJ645078 EC629834Children with Special Needs and School Choice: Five Stories. Author: Harris, Sandra Availability: http://llt.msu.edu Journal Citation: Preventing School Failure, v46 n2 p75-78 Win 2002 Publication Date: 2002 ISSN: 1045-988X Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP2002 Abstract: This article presents case studies of five students who had experienced school failure and chose to attend either of two public charter schools in Texas. In all cases, small school and class size appeared to be the critical factors in the creation of small, caring, learning communities that promoted changing attitudes and negative school experiences into positive ones. (Contains references.) (DB) Descriptors: *At Risk Persons; Case Studies; *Charter Schools; *Class Size; Decision Making; Educational Environment; Elementary Secondary Education; *School Choice; *School Size; Student Placement; EJ592471 TM522015 Evaluating the SAGE Program: A Pilot Program in Targeted Pupil-Teacher Reduction in Wisconsin. Author: Molnar, Alex; Smith, Philip; Zahorik, John; Palmer, Amanda; Halbach, Anke; Ehrle, Karen Availability: Journal Citation: Educational Evaluation and Policy Analysis, v21 n2 p165-77 Sum 1999 Publication Date: 1999 ISSN: 0162-3737 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: 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) Descriptors: Academic Achievement; *Class Size; *Educational Change; Elementary Secondary Education; Pilot Projects; Program Effectiveness; *Small Classes; *Teacher Student Ratio Identifiers: Student Teacher Achievement Ratio Project TN; *Wisconsin Descriptive Terms: Special issue titled "Class Size: Issues and New Findings." EJ560888 EA534343 Coping with Class Size Reduction in California. Author: Turley, Steve; Nakai, Karen Availability: Journal Citation: Educational Leadership v55 n5 p40-43 Feb 1998 Publication Date: 1998-00-00 ISSN: ISSN-0013-1784 Language: English Document Type: Journal Articles (080); Reports (141) Journal Announcement: CIJSEP1998 Abstract: California's K-3 Class Size Reduction Initiative (1996) called for a 20:1 student-teacher ratio. Passage of this initiative created an unexpected teacher shortage and presented California teacher-education faculties with several dilemmas having long-term implications. When districts hired uncertified student teachers on an emergency-permit basis, universities were challenged to maintain high standards and training objectives while responding to state needs. (MLH) Descriptors: *Class Size; Primary Education; *Small Classes; State Legislation; *Student Teachers; *Teacher Certification; Teacher Student Ratio; *Training Objectives Identifiers: *California; *Class Size Reduction EJ548966 EA533672 A Lesson in Classroom Size Reduction. Author: Hymon, Steve Availability: Journal Citation: School Planning and Management v36 n7 p18-23,26 Jul 1997 Publication Date: 1997-00-00 ISSN: ISSN-1086-4628 Language: English Document Type: Journal Articles (080); Reports (141) Journal Announcement: CIJJAN1998 Abstract: The goal of California's classroom size reduction (CSR) program is to have 20 or fewer students in kindergarten through grade 3 classrooms. Districts receive $650 for each student in a reduced classroom. Describes how districts implemented the plan and offers five lessons from struggles and successes with CSR. A table displays average elementary class size by state. (MLF) Descriptors: *Class Size; *Expenditure per Student; Financial Problems; Primary Education; Public Schools; *Relocatable Facilities; *Space Utilization; *State Aid; State Legislation; Teacher Student Ratio; Year Round Schools Identifiers: *California Target Audience: Administrators; Practitioners DocumentsED465837 UD035072Class Size Reduction in a Large Urban School District: A Mixed Methodology Evaluation Research Study. Author: Munoz, Marco A. Institutional Author: Jefferson County Public Schools, Louisville, KY.(BBB16929) Availability: William Monroe Trotter Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393 ($15 individuals; $30 institutions). Web site: http://www.trotterinst.org. Publication Date: 2001 Language: English Document Type: Reports--Research (143) Journal Announcement: RIEDEC2002 Abstract: This study evaluated the Class Size Reduction (CSR) program in 34 elementary schools in Kentucky's Jefferson County Public Schools. The CSR program is a federal initiative to help elementary schools improve student learning by hiring additional teachers. Qualitative data were collected using unstructured interviews, site observations, and document analysis. The data examined the impact of CSR on students, teachers, and parental involvement. A management-oriented evaluation model was used to conduct the quantitative or outcome part of the study. The continuous assessment system of Jefferson county and the state of Kentucky provided data collection and instruments. Students were matched by schools with similar socioeconomic characteristics, schools that participated in the assessment at the beginning and end of the school year, and schools having both regular and reduced class size. Results indicated that after the 1-year intervention in third grade, the CSR program did not increase student learning as measured by mathematics and reading standardized tests. Typical implementation strategies used were self-contained classrooms with fewer students and collaborative models with small group activities. The CSR resulted in higher teacher job satisfaction and morale and higher parent participation levels. (Contains 36 references.) (SM) Descriptors: *Academic Achievement; *Class Size; Educational Improvement; Educational Research; Elementary Education; Parent Participation; Public Schools; *Small Classes; Teacher Attitudes; *Teacher Student Ratio Identifiers: Jefferson County Public Schools KY Geographic Source: U.S.; Kentucky ED465724 SP040870 Observing Life in Small-Class Size Classrooms. Author: Harman, Patrick; Egelson, Pauline; Hood, Art; O'Connell, Debbie Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); e-mail: order@corwinpres.com; Web site: http://www.corwinpress.com. Publication Date: April 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEDEC2002 Abstract: This study examined the impact of smaller class size on elementary student achievement, focusing on types of instructional strategies utilized, student time on task, academic focus of the classroom, and types of interactions between teachers and students and between students and students. Two long-term class size reduction sites in North Carolina were used for the evaluation. Researchers used three different observation instruments, including the School Observation Measure, an observation instrument that categorized teacher-student interactions, and an instrument that examined instructional practices, student groupings, support materials, teacher-student interactions, and classroom climate. Data analysis indicated that student time on task and academic focus were consistently high at these two sites. While direct instruction was the most common instructional strategy observed, teacher-student interactions in the form of teacher as coach and instructional feedback were also frequently observed. Smaller classrooms appeared to be supportive environments for student learning. They had a relaxed atmosphere, and teacher and student familiarity with one another extended beyond the classroom. (Contains 10 references.) (SM) Descriptors: Academic Achievement; *Class Size; *Classroom Environment; Elementary Education; Interpersonal Relationship; *Small Classes; Teacher Student Relationship; Teaching Methods; Time on Task Identifiers: North Carolina Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Geographic Source: U.S.; North Carolina ED464725 PS030336 Class Size and Student Success: Comparing the Results of Five Elementary Schools Using Small Class Sizes. Author: Haenn, Joseph F. Availability: UNESCO International Clearinghouse on Children and Violence on the Screen, Nordicom, Goteborg University, Box 713, SE-405 30 Goteborg, Sweden. Tel: 46-31-773-10-00; Fax: 46-31-773-46-55; e-mail: nordicom@nordicom.gu.se. For full text: http://www.nordicom.gu.se. Publication Date: April 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIENOV2002 Abstract: Three "Lab" schools were established in 1994-1995 in Durham, North Carolina public schools solely to provide smaller classes for disadvantaged inner-city students. In addition, smaller class sizes were achieved in two additional elementary schools by "cashing in" teacher aides and other more judicious use of available funds. These two schools were used as a comparison group in a study to determine the effects of smaller class size on achievement; students matched on appropriate test scores from other Durham schools were used as a control group. Focus groups were conducted with staff and parents at the three Lab schools to find out what they thought were optimal class sizes and the advantages of smaller classes for students. Test data used to analyze the relationship between class size and academic performance at all five schools included: (1) assessments from Marie Clay's Observation Survey; (2) the Developmental Reading Assessment; and (3) North Carolina End-of-Grade Test scores. State standards call for class sizes of 23 students for K-2 grades, and 26 for grades 3-5. The average class size for the Lab schools ranged from 14 to 21 for K-2 and from 11 to 22.5 for grades 3-5. The average class size for the comparison schools ranged from 13.9 to 20-3 for K-2 grades, and from 14.3 to 20.3 for grades 3-5. When asked what class size was "just right," responses from school staff ranged from 16-21 students; in contrast parent responses ranged from 10-19. Students in Lab schools had higher test gain scores than students in the comparison and control groups for Kindergarten, and for first and fourth grades. Students in the Lab and comparison groups had higher test gain scores than students in the control groups for Kindergarten and second grade. Alternatively, students in the control group had higher gain scores than those in the Lab and comparison schools for third and fifth grades. These findings suggest that smaller class sizes produce the largest and most consistent test gains among disadvantaged children in the earlier grades (K-2). Multivariate analysis of the data indicated that although test scores varied within and across groups by grade, there was a significant increase in test scores for students in all groups and in all grades. (Contains 17 references.) (HTH) Descriptors: *Academic Achievement; *Class Size; Comparative Analysis; Elementary Education; *Outcomes of Education; Parent Attitudes; Teacher Attitudes Identifiers: Durham City School District NC Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Geographic Source: U.S.; North Carolina ED463062 PS030189 Focus on Quality: Prekindergarten Programs in SREB States. Author: Denton, David R. Institutional Author: Southern Regional Education Board, Atlanta, GA.(IEE81377) Availability: Southern Regional Education Board, 592 10th St., N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. Publication Date: January 2002 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIESEP2002 Abstract: This issue of the Focus series published by the Southern Regional Education Board (SREB) provides an overview of how all state prekindergarten programs in the SREB region are performing on three measures of program quality: (1) class size; (2) ratio of students to instructional staff; and (3) instructional staff qualifications. Findings indicate that of the 14 SREB states with state-funded prekindergarten programs in 2001-2002, 12 met or exceeded the recommended child-to-staff ratio of 10:1 and maximum class size of 20. Ten states require every lead teacher to have at least a bachelor's degree in early childhood; nine of those also require every teacher to hold state teacher certification. The two programs that had required teachers to have only the entry-level Child Development Associate credential, Delaware and Georgia, are both planning to increase their teacher standards. Several states give prekindergarten funds to districts, which can decide to offer programs directly or to contract with community providers. Only two of these, Florida and Virginia, allow community providers to use teachers who do not meet the same qualifications as school-based programs. The North Carolina legislature authorized and provided funding in 2001 to develop a program for at-risk 4-year-olds. The Tennessee legislature in 2001 authorized an expansion of its small prekindergarten pilot program but provided no funding. In West Virginia, districts must locate their own funding for the prekindergarten start-up year but the program is included in the regular funding formula for schools in subsequent years. A table delineates the maximum child-to-staff ratio, maximum class size, and minimum qualifications of instructional staff for each of the 16 SREB states. (KB) Descriptors: *Class Size; *Educational Quality; *Preschool Education; Preschool Teachers; Program Descriptions; *Teacher Qualifications; *Teacher Student Ratio Identifiers: Southern Regional Education Board Geographic Source: U.S.; Georgia ED463061 PS030187 All-Day Kindergarten and Class Size Reduction: Implementation Report. Institutional Author: Ohio State Legislative Office of Education Oversight, Columbus.(BBB28080) Availability: Legislative Office of Education Oversight, 77 South High St., 15th Floor, Columbus, OH 43266-0927. For full text: http://www.loeo.state.oh.us. Publication Date: October 2000 Language: English Document Type: Reports--Evaluative (142) Journal Announcement: RIESEP2002 Descriptors: *Class Size; Educational Policy; Full Day Half Day Schedules; *Kindergarten; *Kindergarten Children; Primary Education; Program Evaluation; Program Implementation; Public Policy; State Legislation; State Programs Identifiers: Barriers to Implementation; *Ohio Geographic Source: U.S.; Ohio ED460425 EA029366 Class Size Reduction in California: A One-Year Status Check. Author: McRobbie, Joan Institutional Author: WestEd, San Francisco, CA.(BBB33305); Association of California School Administrators.(BBB08939); EdSource, Inc., Palo Alto, CA.(BBB34999) Availability: Association of California School Administrators, 1575 Bayshore Hwy., Burlingame, CA 94010 ($8). Tel: 916-444-3216. For full text: http://www.wested.org/policy/pubs/leadership.htm. Journal Citation: Thrust for Educational Leadership, v27 n1 p6-11,32 Sep 1997 Publication Date: September 1997 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: RIEJUN2002 Descriptors: Beginning Teachers; *Class Size; Educational Assessment; *Elementary School Teachers; Evaluation; Evaluation Needs; Information Needs; Primary Education; Program Effectiveness; *Program Evaluation; *Teacher Student Ratio Identifiers: *California; *Class Size Reduction Geographic Source: U.S.; California ED454364 UD034297 The Class-Size Reduction Program, PL 105-277: 1999-2000 Evaluation. Author: Thomas, Regina Institutional Author: Detroit Public Schools, MI. Office of Research, Evaluation, and Assessment.(BBB34624) Availability: Office of Research, Evaluation,and Assessment, Detroit Public Schools, 5035 Woodward Avenue, Room 110, Detroit, MI 48202-9943. Publication Date: June 2001 Language: English Pages: 78 Document Type: Reports--Descriptive (141) Journal Announcement: RIENOV2001 Abstract: This report presents data from the 1999-2000 Detroit Public Schools Class-Size Reduction (CSR) Program Teacher, Administrator, and Parent Survey. The CSR Program promoted district-wide opportunities to reduce class size in grades 1-3. Thirty schools received from 3-15 additional teachers in order to reduce class size to a 17:1 teacher-student ratio. Over-enrolled schools implemented team-teaching to reduce teacher-student ratios. Survey items examined respondents' perspectives on the effectiveness of the CSR Program on student learning, professional development, and teacher-student support. The CSR program was well-received by all three groups. Over half of CSR teachers had previously taught in grades K-3, and 66.7 percent had team taught in the same classroom but with different students. Over half of teachers and administrators agreed that student achievement and teacher morale improved as a result of CSR. Nearly 40 percent of teachers felt better about the effectiveness of parent contacts. All three groups appreciated that CSR resulted in individualized instruction, decreased discipline problems, and better monitoring of student progress. Problems did arise as a result of CSR, which included classroom space, wall separations, and new teachers hired without proper training. Six appendixes present the three surveys and teacher, administrator, and parent survey responses. (SM) Descriptors: Administrator Attitudes; *Class Size; Parent Attitudes; Primary Education; Teacher Attitudes; *Teacher Student Ratio; Team Teaching Identifiers: *Class Size Reduction; *Detroit Public Schools MI Descriptive Terms: Some print may not reproduce adequately. Geographic Source: U.S.; Michigan ED454287 TM033031 Class-Size Reduction Evaluation, 1999-2000. A Report to the North Carolina Department of Public Instruction. Author: Scudder, David F. Institutional Author: Wake County Public School System, Raleigh, NC. Dept. of Evaluation and Research.(BBB29987) Availability: For full text: http://www.wcpss.net/evaluation-research. Publication Date: December 2000 Report Number: WCPSS-E&R-01.15 Language: English Pages: 10 Document Type: Reports--Evaluative (142) Journal Announcement: RIENOV2001 Abstract: The effectiveness of the Wake County Public School System (WCPSS), North Carolina, plan to reduce class size was evaluated, assessing program implementation and the effects of class size reduction on academic achievement. For the 1999-2000 school year, North Carolina received federal funds targeting class size reduction under the Class Size Reduction Program (CSRP), and an allocation was made to the WCPSS of approximately $1.1 million. The objective was approached by hiring as many fully qualified teachers as possible, establishing implementation models, and determining the grade levels to target. Twenty-three teachers were supported by CSRP funds, and they were sent to 23 schools where between 21.6 and 51.1% of students received free or reduced-price lunches and between 50 and 117 students per school were considered low-achieving. District staff developed four implementation models, and schools were asked to implement class size reduction in grades 1 or 2, with the preferred model being the introduction of a new class of about equal size to other classes in the target grade. Reduced class sizes thus affected about 2,473 students. Students did show improvement in academic achievement, with improved growth greatest where class size was smallest. However, low-income students appeared to benefit less from class size reduction, even though their achievement improved to some extent. Some departures from the implementation plan were found, and some suggestions are presented for better implementation in the next school year. (SLD) Descriptors: *Academic Achievement; *Class Size; Educational Change; Federal Aid; Primary Education; Program Implementation Identifiers: North Carolina; *Wake County Public School System NC Target Audience: Policymakers; Practitioners Geographic Source: U.S.; North Carolina ED448496 EA030709 The Costs and Benefits of Smaller Classes in Wisconsin: A Further Evaluation of the SAGE Program. Author: Hruz, Thomas Institutional Author: Wisconsin Policy Research Inst., Milwaukee.(BBB27206) Availability: Wisconsin Policy Research Institute, P.O. Box 487, Thiensville, WI 53092. Tel: 262-241-0514. For full text: http://www.wpri.org. Journal Citation: Wisconsin Policy Research Institute Report, v13 n6 Sep 1999. Publication Date: September 2000 Language: English Pages: 50 Document Type: Collected works--Serials (022); Reports--Evaluative (142) Journal Announcement: RIEJUN2001 Abstract: Wisconsin's Student Achievement Guarantee in Education (SAGE) program demonstrates that small class sizes have unclear achievement benefits and that improvements remain isolated in small populations. SAGE grants $2,000 per low income student to elementary schools agreeing to class sizes of 15 students, extended hours, a rigorous curriculum, and professional development programs. SAGE is likely to expand, despite evidence of ineffectiveness, in part because of immense political support. SAGE supporters claim reducing class size will increase teacher focus and student participation, reduce classroom problems, improve morale, and spur innovative practices. These claims are advanced despite counter evidence of weaknesses in internal review processes and issues with evaluation by outside reviewers. Research reveals limitations in SAGE effectiveness, including a minimal impact on achievement in second and third grade, particularly among African Americans, no measurable impact among non-African American students, and meager average gains. Funding increases required by current plans to expand SAGE are unwarranted given likely marginal achievement gains. (Contains 90 citations.) (TEJ) Descriptors: *Academic Achievement; Achievement Gains; *Class Size; *Educational Finance; Educational Policy; Effective Schools Research; Elementary Education; *Public Policy; *School Support; *Small Classes; Teacher Student Ratio Identifiers: Wisconsin Department of Public Instruction Geographic Source: U.S.; Wisconsin ED446853 PS028977 Class Size Surveys, Spring 2000. Evaluation Report. Institutional Author: Saginaw Public Schools, MI. Dept. of Evaluation Services.(BBB19595) Availability: EDRS Price MF01/PC03 Plus Postage. Publication Date: 2000 Language: English Pages: 60 Document Type: Reports--Evaluative (142); Test/questionnaires (160) Journal Announcement: RIEAPR2001 Abstract: This study surveyed perceptions of parents, teachers, and principals concerning reduced class size classrooms (RS) with first and second graders versus traditional size classrooms (TS). Participating in the study were 63 RS parents, 80 TS parents, 12 RS teachers, 13 TS teachers, and 14 principals in the Saginaw, Michigan school district. Response rates for RS groups were substantially smaller than those for TS groups. The major findings indicated that the majority of respondents considered the benefits of reduced size classrooms worth the extra expenditure (92 percent first grade parents, 70 percent second grade parents, 88 percent principals). Overall, parents saw approximately the same amount of student improvement in the variables under study regardless of class size condition. The largest area of academic increase seen by parents was in learning to read, regardless of condition. Principals and teachers reported substantially more improvement in the RS over the TS condition. Teachers at TS sites and principals recommended the addition of more reduced-size classrooms. First grade parents in both conditions and second grade parents in the TS condition wanted more one-to-one instruction. Parents in the RS condition thought that teachers should be more sensitive and provide more feedback. Teachers in TS sites thought their effectiveness was limited because diverse student ability levels. Principals were concerned about the possibility of an elite class and that students most in need of one-to-one instruction might not be placed in RS classrooms. (Four appendices include the surveys used, detailed results from the surveys by question, and results summarized by respondent groups.) (KB) Descriptors: *Administrator Attitudes; *Class Size; Educational Attitudes; Grade 1; Grade 2; *Parent Attitudes; Primary Education; School Attitudes; *Small Classes; *Teacher Attitudes Identifiers: Saginaw City School System MI Geographic Source: U.S.; Michigan ED446820 PS028887 A Study of a Reduced Class Size Program, Grades 1 & 2, 1999/2000. Evaluation Report. Author: Kurecka, Paul; Claus, Richard N. Institutional Author: Saginaw Public Schools, MI. Dept. of Evaluation Services.(BBB19595) Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: August 2000 Language: English Pages: 24 Document Type: Reports--Evaluative (142) Journal Announcement: RIEAPR2001 Abstract: During 1999/2000, the Saginaw, Michigan public schools implemented a reduced class size program in grades 1 and 2. At grade 1 (23 rooms), reduced-size classes were maintained at no more than 18 pupils; at grade 2 (5 rooms), the limit was 21 pupils. Comparison classes were identified to assess the impact of the program. Students in both conditions were included in analyses of reading and math achievement and rates of special education placement, attendance, and promotion. At grade 1, no significant differences between the groups were found at the beginning or end of the year in reading or math. Similarly, no differences were found in any of the above-mentioned rates. At grade 2, students in reduced-size classes evidenced greater performance in reading (text leveling) at the end of the year; however, no pre-test was conducted on text leveling. In mathematics, the reduced-size class condition demonstrated higher performance at the end of the year. As with grade 1, there were no significant differences on other measures. (Concludes with recommendations to improve the assessment process. Appendices contain test results.) (EV) Descriptors: *Academic Achievement; *Class Size; Classroom Environment; Educational Research; Grade 1; Grade 2; Primary Education; *Program Effectiveness; Program Evaluation; *Small Classes; Student Improvement; Teacher Student Ratio Identifiers: Saginaw City School system MI Geographic Source: U.S.; Michigan ED446349 EA030617 The Class-Size Reduction Program: Boosting Student Achievement in Schools across the Nation. A First-Year Report. Author: Cohen, Gillian; Miller, Christine; Stonehill, Robert; Geddes, Claire Institutional Author: Department of Education, Washington, DC.(EDD00001) Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. Governmental Status: Federal Publication Date: September 2000 Language: English Pages: 19 Document Type: Reports--Evaluative (142) Journal Announcement: RIEAPR2001 Abstract: This report by the U.S. Department of Education highlights the benefits of the Class-Size Reduction program that was passed by Congress in 1998. Prior to this federal program, more than 85 percent of students were in classes with over 18 children. However, 1 year after its inception, the program enabled 1.7 million young children to learn in smaller, more personalized, classrooms. The program allowed schools to hire approximately 29,000 new teachers, and as a direct result, 61,000 additional teachers saw their class sizes shrink. Class-Size Reduction funds helped create more manageable classrooms so that teachers could focus on teaching and learning and spend less time on discipline. The program has turned around low-performing schools, has improved reading achievement, and has boosted individualized instruction and classroom management. The report discusses how federal dollars are sent to where they have the greatest impact, and it offers several anecdotes from teachers who testify to the benefits of the program. It describes ways to support state efforts at class-size reduction and offers specific examples of state programs that have benefited children. The text details research that supports the efficacy of class-size reduction, and explains how such program work and why they are cost effective. (RJM) Descriptors: *Class Size; Educational Improvement; Elementary Education; Federal Aid; Federal Programs; *Program Effectiveness; Program Evaluation; Teacher Student Ratio Identifiers: *Class Size Reduction Geographic Source: U.S.; District of Columbia ED444240 EA030556 Class Size Reduction in California: Summary of the 1998-99 Evaluation Findings. Author: Stecher, Brian M.; Bohrnstedt, George W. Institutional Author: CSR Research Consortium.(BBB35665) Availability: EdSource, 4151 Middlefield Road, Suite 100, Palo Alto, CA 94303-4743; Tel: 650-857-9604; Fax: 650-857-9618; e-mail: edsource@edsource.org; Web site: http://www.classize.org. Sponsoring Agency: California State Dept. of Education, Los Angeles. (CIQ11090)@; Walter and Elise Haas Fund, San Francisco, CA. (BBB36196)@; William and Flora Hewlett Foundation, Palo Alto, CA. (BBB17181)@; Walter S. Johnson Foundation, Menlo Park, CA. (BBB25959)@; San Francisco Foundation, CA. (BBB11357)@; Department of Education, Washington, DC. (EDD00001) Publication Date: June 2000 Language: English Pages: 21 Document Type: Numerical/Quantitative Data (110); Reports--Evaluative (142) Journal Announcement: RIEFEB2001 Abstract: This report discusses the results of the third year--1998-99--of California's Class Size Reduction (CSR) program. Assessments of the program show that CSR was almost fully implemented by 1998-99, with over 92 percent of students in K-3 in classes of 20 or fewer students. Those K-3 classes that had not been reduced in size were concentrated in districts serving high percentages of minority, low-income, or English-learner (EL) students. The average qualifications of California teachers declined for all grade levels, but the declines were worse in elementary schools. Although the qualifications of K-3 teachers continued to decline, it was at a slower rate than in the past. Declines in teacher qualifications were mirrored in grades 4 and 5. Curriculum and instruction were mostly similar regardless of class size, though teachers in reduced-size classes spent more time working individually with students during mathematics and language arts lessons than did their counterparts in nonreduced-size classes. Student achievement did improve in the reduced-size classes, and these positive gains were evident with all students, regardless of their backgrounds. These positive effects continued in grade 4 and regular-size classes. Finally, programs serving EL students and special-education students were affected by the transfer of teachers from these areas into regular classes. (RJM) Descriptors: *Class Size; Educational Strategies; Elementary Education; Program Effectiveness; Program Evaluation; Teacher Student Ratio; *Teaching Methods Identifiers: *California; *Class Size Reduction Descriptive Terms: Also supported by the Stuart Foundation. Extracted from the CSR Research Consortium's second evaluation report, Class Size Reduction in California: The 1998-99 Evaluation Findings. Target Audience: Policymakers Geographic Source: U.S.; California ED441912 UD033583 Smaller Is Better: First-Hand Reports of Early Grade Class Size Reduction in New York City Public Schools. Institutional Author: Educational Priorities Panel, New York, NY.(BBB18047) Availability: Educational Priorities Panel, 225 Broadway Suite 3101, New York, NY 10007 ($5). Sponsoring Agency: Caroline and Sigmund Schott Foundation, Cambridge, MA. (BBB36028) Publication Date: April 2000 Language: English Pages: 20 Document Type: Reports--Research (143) Journal Announcement: RIENOV2000 Abstract: The Educational Priorities Panel carried out a study of the first year of the class size reduction program for grades K-3 in the New York City public schools by visiting five schools throughout the city and interviewing the principal and at least two teachers involved in implementing the program at each school. In all, 17 interviews were conducted. This report is based on the accounts of these principals and teachers of the effects of smaller classes on their schools as well as test data from one school which indicated changes in student performance levels. On the whole, the class size reduction experience as reported by principals and teachers has been very positive. Teachers and principals have noted that students appear to learn faster and the quality of teaching appears to have been enhanced. Smaller classes allow teachers to do more frequent student evaluation and follow-up. Classroom participation and student enthusiasm appear to have increased. Fewer disciplinary referrals were made, and teacher morale improved. Some recommendations are made for strengthening the initiative, which appears to be a valuable reform and one that is focused on prevention instead of remediation. (SLD) Descriptors: *Class Size; Educational Change; *Elementary School Teachers; Interviews; Primary Education; *Principals; Program Effectiveness; Program Evaluation; Public Schools; *Small Classes; Urban Schools Identifiers: *New York City Board of Education; Reform Efforts Descriptive Terms: Also supported by a grant from the Dickler Family Foundation. Geographic Source: U.S.; New York ED441003 TM030801 Evaluation Results of the Student Achievement Guarantee in Education (SAGE) Program, 1998-99. Author: Molnar, Alex; Smith, Philip; Zahorik, John Institutional Author: Wisconsin Univ., Madison. School of Education.(ZQU98400) Availability: For full text: http://www.uwm.edu/SOE/centers&projects/sage/. Publication Date: December 1999 Language: English Pages: 107 Document Type: Reports--Evaluative (142) Journal Announcement: RIEOCT2000 Abstract: The Student Achievement Guarantee in Education (SAGE) is a statewide effort in Wisconsin to increase the academic achievement of children living in poverty by reducing the student-teacher ratio in kindergarten through third grade to 15:1. Schools participating in SAGE are also required to implement a rigorous curriculum, provide before- and after-school activities, and implement professional development plans. In 1998-1999, the SAGE evaluation considered 131 kindergarten, 143 first-grade, 143 second-grade, and 139 third-grade classrooms enrolling 2,303 kindergartners, 2,508 first graders, 2,493 second graders, and 2,572 third graders. Academic achievement was measured through achievement tests administered in grades 1, 2, and 3, and case studies were conducted in three SAGE schools. As had been found in 1997-1998, test scores of SAGE and comparison schools for first graders showed statistically higher performance of SAGE students in language arts, mathematics, and total scores. African American students made significantly higher gains through the school year, closing the achievement gap. Results for grades 2 and 3 generally followed the same pattern. Case studies, observations, and teacher and principal questionnaire responses all supported the positive effects of the SAGE program on classroom environment. All SAGE schools were implementing more rigorous curricula, staff development, and the "lighted schoolhouse" activities of before- and after-school programs. (Contains 58 tables and 11 references.) (SLD) Descriptors: *Academic Achievement; Achievement Gains; *Class Size; *Disadvantaged Youth; Elementary School Students; Low Income Groups; Poverty; Primary Education; Program Evaluation; State Programs; *Teacher Student Ratio; Teaching Methods Identifiers: Wisconsin Descriptive Terms: For the 1997-1998 evaluation results, see TM 030 799. Geographic Source: U.S.; Wisconsin ED441002 TM030800 First Year Results of the Student Achievement Guarantee in Education Program. Executive Summary. Author: Maier, Peter; Molnar, Alex; Percy, Stephen; Smith, Phillip; Zahorik, John Institutional Author: Wisconsin Univ., Madison. Center for Urban Iniatives and Research.(BBB36001) Availability: EDRS Price MF01/PC04 Plus Postage. Publication Date: December 1997 Language: English Pages: 85 Document Type: Reports--Evaluative (142) Journal Announcement: RIEOCT2000 Abstract: The Student Achievement Guarantee in Education (SAGE) program is a statewide effort in Wisconsin to increase the academic achievement of children living in poverty by eventually reducing the student-teacher ratio in kindergarten through grade 3 to 15:1. During 1995-1996, the Sage program was implemented in 30 schools in 21 school districts. Over the course of the year, it involved 3,614 students and 220 teachers in 190 kindergarten and first-grade classrooms. Other components of the SAGE program are rigorous curriculum, staff development, and the "lighted schoolhouse" program of before and after school activities. Thirty SAGE schools were compared with 16 comparison schools. Standardized test results were used to study the academic achievement of first graders; kindergarten students did not take standardized tests. The program was evaluated through teacher questionnaires and observations. Taken together, teacher interviews, classroom observations, teacher activity logs, and teacher questionnaires provide a picture of teaching and learning in a 15:1 student-teacher ratio classroom. Discipline and classroom management problems were greatly reduced in SAGE classes, and increased instructional time was available. Although all teachers said some changes had taken place in their instructional approaches, a major change in classroom events was not observed through the school year. Nor was there the swing toward student-centered teaching that might be expected as a result of reduced class size. Teacher and principal responses to questionnaire items about rigorous curriculum and staff development are summarized. Twenty of the SAGE schools reported an increase in participation in lighted schoolhouse activities, and 3 reported a decrease in participation. (Contains 45 tables.) (SLD) Descriptors: *Academic Achievement; Achievement Gains; *Class Size; *Disadvantaged Youth; Elementary School Students; Low Income Groups; Poverty; Primary Education; Program Evaluation; State Programs; *Teacher Student Ratio; Teaching Methods Identifiers: Wisconsin Descriptive Terms: For the 1997-1998 and 1998-1999 evaluations, see TM 030 799 and TM 030 801. Geographic Source: U.S.; Wisconsin ED441001 TM030799 Evaluation Results of the Student Achievement Guarantee in Education (SAGE) Program, 1997-98. Author: Molnar, Alex; Smith, Philip; Zahorik, John Institutional Author: Wisconsin Univ., Madison. School of Education.(ZQU98400) Availability: For full text: http://www.uwm.edu/SOE/centers&projects/sage/. Publication Date: December 1998 Language: English Pages: 92 Document Type: Reports--Evaluative (142); Test/questionnaires (160) Journal Announcement: RIEOCT2000 Abstract: The Student Achievement Guarantee in Education (SAGE) program is a statewide effort in Wisconsin to increase the academic achievement of children living in poverty by reducing the student-teacher ratio in kindergarten through grade 3 to 15:1. This report is the second of five annual evaluation reports. During the 1997-1998 school year, the SAGE evaluation added 113 second-grade classrooms to the original 30 SAGE schools and the 84 kindergartens, 96 first grades, and 5 mixed grade classrooms studied initially. In 1998-99, the third-grade classrooms at these schools were to be added. Academic achievement will be assessed at these schools through the 2000-2001 school year. The academic achievement of these students was studied through standardized tests administered at grades other than kindergarten. First-grade students in SAGE schools achieved significantly higher scores than students in comparison classrooms in all tested subjects (mathematics, reading, and language arts). Although African American SAGE students scored below comparisons in the pretest, they made significantly larger gains than comparison school students from pretest to post-test. The achievement advantage appeared to continue in grade 2, but did not increase significantly. Interviews with teachers, classroom observations, and teacher logs showed positive aspects of SAGE classrooms. Teachers thought they had greater knowledge of their students with more individualized instruction time, and they were required to spend less time in class management. Instruction was mainly teacher-centered. The implications for smaller class size for instruction and achievement are discussed. The teacher interview guide is attached. (Contains 62 tables and 10 references.) (SLD) Descriptors: *Academic Achievement; Achievement Gains; *Class Size; *Disadvantaged Youth; Elementary School Students; Low Income Groups; Poverty; Primary Education; Program Evaluation; State Programs; *Teacher Student Ratio; Teaching Methods Identifiers: Wisconsin Descriptive Terms: For the first-year evaluation, see TM 030 800. Geographic Source: U.S.; Wisconsin ED424628 EA029391 California's Class-Size Reduction Initiative: Differences in Teacher Experience and Qualifications across Schools. Author: Ogawa, Rodney T.; Stine, Deborah; Huston, Deborah Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: 1998 Language: English Pages: 24 Document Type: Reports--Research (143) Journal Announcement: RIEAPR1999 Abstract: Early evidence on California's Class Size Reduction (CSR) Program suggests that teacher applicant pools have been depleted and that many teachers who lack experience and credentials were hired. To examine the impact of CSR, a study analyzed whether the experience and qualifications of teachers in reduced-size classes vary across schools and, if so, whether it is possible to identify school characteristics that might account for the variation. The results of the study indicate that teachers in reduced-size classes were less experienced and less qualified than their district counterparts. Schools with higher percentages of Latino students tended to have reduced-size-class teachers with less overall teaching experience and less experience in their current districts. Schools that had a difficult time attracting qualified teachers to begin with were forced to compete for teachers in a severely reduced market. These schools also faced the problem of experienced teachers leaving their schools for more desirable locations. The study cautions policymakers as they consider future actions and suggests the need for further studies employing statewide samples and using a broader range of teacher quality measures to track the movement of teachers across schools and districts. (Contains 5 tables and 11 references.) (RJM) Descriptors: *Class Size; Educational Assessment; Elementary Education; *Elementary School Teachers; Information Needs; Program Effectiveness; Program Evaluation; *Teacher Qualifications; Teacher Student Ratio; *Teaching Experience Identifiers: *California; *Class Size Reduction Geographic Source: U.S.; California ED423604 EA029372 Focus on California's Class-Size Reduction: Smaller Classes Aim To Launch Early Literacy. Author: McRobbie, Joan Institutional Author: WestEd, San Francisco, CA.(BBB33305) Availability: EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1996 Language: English Pages: 13 Document Type: Reports--Evaluative (142) Journal Announcement: RIEMAR1999 Abstract: Smaller class sizes in California were viewed as a way to improve K-3 education, especially in the area of literacy. The urgency to act prompted state leaders to adopt class-size reduction (CSR) without knowing for sure that it would work and without establishing a formal procedure for evaluating the program. This report looks at past research on smaller class sizes and the finding that smaller classes do not automatically lead to higher achievement. It details the importance of combining CSR with teacher support and explains that quick-fix training, a shortage of bilingual teachers in California, and the influx of new teachers present their own set of problems. CSR must be part of a comprehensive approach in which schools plan creatively and comprehensively to make CSR part of a larger effort to improve instruction. Promising strategies include the use of ongoing community dialogue, the imaginative use of new and existing resources, and new kinds of collaboration with higher education, the community, and other school districts. (RJM) Descriptors: *Class Size; Educational Assessment; *Elementary School Teachers; Evaluation Needs; Information Needs; Primary Education; Program Effectiveness; Program Evaluation; Teacher Student Ratio Identifiers: *California; *Class Size Reduction Geographic Source: U.S.; California 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 ED422650 EA029336 A Plan for the Evaluation of California's Class Size Reduction Initiative. Author: Kirst, Michael; Bomstedt, George; Stecher, Brian Institutional Author: Policy Analysis for California Education, Berkeley, CA.(BBB24265); Rand Corp., Santa Monica, CA.(CIQ74890); American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.(CIQ02000); WestEd, San Francisco, CA.(BBB33305) Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: California State Board of Education, Sacramento. (CIQ10715) Publication Date: April 1998 Language: English Pages: 35 Document Type: Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIEFEB1999 Abstract: In July 1996, California began its Class Size Reduction (CSR) Initiative. To gauge the effectiveness of this initiative, an analysis of its objectives and an overview of proposed strategies for evaluating CSR are presented here. An outline of the major challenges that stand between CSR and its mission are provided. These include logistical challenges, financial challenges, the impact on teaching and learning, unanswered questions in the literature, and the value of a systematic evaluation of the program. The text outlines the design and key research questions that must be addressed by any evaluation plan and recommends six principles that call for a single, integrated evaluation; a comprehensive review; and a summative evaluation. A conceptual model of the evaluation plan is also provided. Overviews of how CSR will affect the following areas are included: state, district, and school policymaking; resource allocation; integration with other reforms; teacher quality, assignment, and training; classroom practices; parental involvement; and student outcomes. It is claimed that students' engagement with schooling, as measured by attendance, promotion/retention, homework completion, and frequency of disciplinary actions, may also change with the introduction of reduced class size and therefore should be assessed as part of the evaluation of student outcomes. A methodology section discusses evaluating the implementation of the class size reduction initiative with discussion on overall design, data collection, sampling, data analyses, an advisory board, and deliverables. Contains 29 references. An appendix discusses the importance of evaluating class size reduction to California educational policy. (RJM) Descriptors: *Class Size; Educational Assessment; Elementary Secondary Education; Evaluation; *Evaluation Needs; Information Needs; Models; Program Evaluation; *Teacher Student Ratio Identifiers: *California; *Class Size Reduction Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 1998). Geographic Source: U.S.; California ED418485 EA028985 Making Class Size Reduction Work: Stories from California's Public Schools. Author: Lewis, Anne C. Institutional Author: Educational Research Service, Arlington, VA. Availability: Association of California School Administrators, Media Relations Dept., 1517 L Street, Sacramento, CA 95814-4026; phone: (916) 444-3216 (initial copy free). Sponsoring Agency: Association of California School Administrators. Publication Date: 1997-00-00 Copy Availibility: EDRS Price MF01/PC04 Plus Postage. Language: English Pages: 88 Document Type: Reports (142) Journal Announcement: RIESEP1998 Abstract: This report details the impact of Class Size Reduction (CSR) on six school districts in California. The schools were chosen because they were typical of the changing demographics that affect almost all the state's districts. Data were gathered from interviews with administrators and teachers in the Spring of 1997. Results show that some of the most difficult challenges these districts faced were one-time occurrences: finding qualified teachers on short notice, when to make the transition in year-round schools, and finding enough portable classrooms. Long-term problems included an exhausted teacher pool of qualified candidates; the lack of space in schools; the extra burden on administrators who have to evaluate and lead more personnel; confusion over program assessment, such as the lack of initial baseline data that would allow districts to demonstrate the effectiveness of CSR; and inequities created by CSR, such as the extra work required of teachers in higher grades. Despite the problems, there were notable successes: learning environments changed dramatically for the better, working conditions for teachers improved, and a greater sense of community and creativity was exhibited by the schools. Contains 22 references. (RJM) Descriptors: Case Studies; *Class Size; *Classroom Environment; *Educational Change; Educational Environment; Elementary Education; School Districts; *Teacher Student Ratio Identifiers: California; Class Size Reduction Level: 1 Geographic Source: U.S.; California |