The Enduring Effects of Small Classes.

By J. Finn, S. B. Gerber, C. Achilles, J. Boyd-Zaharias. 2001

227 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d0bd81fbfa19aaf889bb2be63bd9c1fb60c27624

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Citations in the corpus

Identifying Social Interactions through Excess Variance Contrasts (2005, background): “There is some ambiguity in descriptions of the experiment by original Project STAR researchers regarding whether students were randomly assigned to classrooms or only to class types (c.f., Finn et al. 2001).”
What Are the Long‐Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study (2009, unknown): “…data from a four-year, large-scale, randomized experiment known as the Tennessee Class Size Experiment, or Project STAR, and the long-term follow-up study known as the Lasting Benefits Study (LBS) that followed participants of Project STAR through grade 8 (see Finn et al. 2001; Nye et al. 1999).”
The “Why’s” of Class Size: Student Behavior in Small Classes (2003, background): “Some justification for this is provided by the finding that the greatest academic benefits accrue to students who enter small classes early (kindergarten or first grade) and who remain in small classes for 3 or 4 years (Finn et al., 2001).”
The Long-Term Effects and Cost-Effectiveness of Success for All (2002, background): “With respect to math achievement, the effect size reported by Finn et al. (2001) suggests that the Tennessee STAR and Success for All interventions produced equivalent effects per $1,000 per-pupil expenditure, and the STAR effect estimate from the Nye et al. (1999) study indicates a stronger…”
Small Classes in the Early Grades, Academic Achievement, and Graduating From High School (2005, methodology): “The weak results found in California were also consistent: The California evaluation focused on Grade 3 students, and the (significant) effect sizes were similar to those obtained in STAR for Grade 3 students who spent just 1 or 2 years in small classes (Finn et al., 2001).”
Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade (2006, background): “For example, factors such as the amount that parents read to their children (Bus, van Ijezndoorn, & Pelligrini, 1995; Halsall & Green, 1995), class size (Finn, 1998; Finn, Gerber, Achilles, & Boyd-Zaharias, 2001; Mayer, Mullens, Moore, & Ralph, 2000), the length of the kindergarten day (Cryan, She”
Full-Day and Half-Day Kindergarten in the United States (2004, background): “There is additional evidence that smaller class sizes in early grades lead to achievement gains that can last for years (Finn et al. 2001; Molnar et al. 1999; Nye, Hedges, and Konstantopoulos 1999).”