Do Minorities Experience Larger Lasting Benefits From Small Classes?

  title={Do Minorities Experience Larger Lasting Benefits From Small Classes?},
  author={Barbara Nye and Larry V Hedges and Spyros Konstantopoulos},
  journal={The Journal of Educational Research},
  pages={100 - 94}
Recent research from randomized experiments on class size points to positive effects of small classes that persist for several years, but the evidence about the social distribution of effects is less clear. Some scholars have contended that the immediate effects of small classes are larger for minorities and for disadvantaged persons (e.g., J. D. Finn & C. M. Achilles, 1990). Those claims have led to policies of class size reduction specifically to reduce inequality in educational outcomes. The… 
What Are the Long‐Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study
The findings on the social distribution of the immediate and lasting benefits of small classes have been mixed. We used data from Project STAR and the Lasting Benefits Study to examine the long‐term
Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR
Given that previous findings on the social distribution of the effects of small classes have been mixed and inconclusive, in the present study I attempted to shed light on the mechanism through which
Researcher perspectives on class size reduction.
This article applies to class size research Grant and Graue’s (1999) position that reviews of research represent conversations in the academic community. By extending our understanding of the class
Class Size and Teacher Work: Research Provided to the BCTF in their Struggle to Negotiate Teacher Working Conditions
This paper presents an update of a 2010-literature review on class size research completed as background in preparation of an affidavit on class size provided by the lead author in the case of
School Policies and the Black-White Test Score Gap. Working Paper Series. SAN08-03.
This paper examines school-related policies and strategies that have been proposed or justified, at least in part, on the basis of their potential for reducing black-white test score gaps. These
Gender differences in school achievement: a within-class perspective
Relying on the results of the achievement tests in mathematics, science, native language (Hebrew/Arabic) and English, administered to 1430 5th-grade co-educational classes in Israel, this study
Elementary and Secondary Education in America: Using Induction and Correlation to Evaluate Public Policies and Student Outcomes
IntroductionThis study asks an important question: What matters with respect to elementary and secondary education in America? It attempts to answer that question using induction and correlation to
Sizing up Class Size: A Deeper Classroom Investigation of Central Tendency.
Being able to select, use, and interpret mea sures of center is expected of all secondary students (NCTM 2000, 2006). Discussing average class size can be a motivational vehicle for exploring this
An Investigation of the Effects of Class Size on Student Achievement in Title I Elementary Schools: A Mixed Methods Study.
This was a multi-faceted mixed methods study that investigated several aspects associated to class size and the perceived effects on student achievement in Title I elementary schools. The data
Examining the Effects of School Composition on North Carolina Student Achievement over Time.
This study explores the effects of school-level characteristics on North Carolina students' reading and math achievement from fourth through eighth grade, focusing on the relationships between


Do the Disadvantaged Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment
The effects of class size on academic achievement have been studied for decades. Although recent research from randomized experiments points to positive effects of small classes, the evidence about
The Long-Term Effects of Small Classes: A Five-Year Follow-Up of the Tennessee Class Size Experiment
Reduction of class size to increase academic achievement is a policy option that is currently of great interest. Although the results of small-scale randomized experiments and some interpretations of
The Effects of Small Classes on Academic Achievement: The Results of the Tennessee Class Size Experiment
The effects of class size on academic achievement have been studied for decades. Although the results of small scale randomized experiments and large-scale econometric studies point to positive
Answers and Questions About Class Size: A Statewide Experiment
A large-scale experiment is described in which kindergarten students and teachers were randomly assigned to small and large classes within each participating school. Students remained in these
Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size
In this article, Frederick Mosteller, Richard J. Light and Jason A. Sachs explore the nature of the empirical evidence that can inform school leaders' key decisions about how to organize students
The Lasting Benefits Study: A Continuing Analysis of the Effect of Small Class Size in Kindergarten through Third Grade on Student Achievement Test Scores in Subsequent Grade Levels: Fourth Grade. Technical Report.
Nye, Barbara A.; And Others The Lasting Benefits Study. A Continuing Analysis of the Effect of Small Class Size in Kindergarten through Third Grade on Student Achievement Test Scores in Subsequent
Meta-Analysis of Research on Class Size and Achievement
THERE IS No POINT IN RECORDING THE obvious about class size: that teachers worry about it more than nearly anything else, that administrators want to increase it, that it is economically important,
An Exchange: Part I* : Does Money Matter? A Meta-Analysis of Studies of the Effects of Differential School Inputs on Student Outcomes
Research on educational production functions attempts to model the relation between resource inputs and school outcomes such as educational achievement. Over the last decade a series of influential
The Economics of Schooling: Production and Efficiency in Public Schools
N RECENT YEARS, public and professional interest in schools has been heightened by a spate of reports, many of them critical of current school policy.' These policy documents have added to persistent
Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes.
Results indicate that early childhood programs can produce large short-term benefits for children on intelligence quotient (IQ) and sizable long-term effects on school achievement, grade retention, placement in special education, and social adjustment.