Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR

By S. Konstantopoulos. The Elementary school journal, 2008

120 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/6b398e48b3510c242a428dd38a72f78f754e33e3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. P. Brown
2. P. Bassett
3. P. Blatchford
4. Jeff M. Allen
5. S. Robbins
6. Alex Casillas
7. Clare Martin
8. A. Russell

Citations in the corpus

• Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. (2012, background): “An interaction between achievement level and PSFs would have significant policy implications as we observe increasing disparity between high- and low-able students across time (Gordon & Dew-Becker, 2007; Konstantopoulos, 2008).”
• Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools (2011, methodology): “However, in a re-analysis of the STAR data, Konstantopoulos (2008) found that it was higher ability students who benefited most from small classes and small classes did not reduce the achievement gap.”