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The Effects of Small Classes on Academic Achievement: The Results of the Tennessee Class Size Experiment
Abstract
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 effects of small classes, some scholar have seen the evidence as ambiguous. This paper reports analyses of a 4-year, large-scale randomized experiment on the effects of class size, project STAR in Tennessee. Although implementation was not perfect, these analyses suggest that shortcomings in implementation probably led to underestimates of the effects of class size. The analyses reported here suggest class size effects that are large enough to be important for educational policy and that are quite consistent across schools. Thus, small classes appear to benefit all kinds of students in all kinds of schools.
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Cited by
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Dweck, C. S., & Yeager, D. S. (2019) · Perspectives on Psychological Science · doi:10.1177/1745691618804166 · Cited by 1,259
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Loe, I. M., & Feldman, H. M. (2007) · Journal of Pediatric Psychology · doi:10.1093/jpepsy/jsl054 · Cited by 951
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Metadata
- Authors
- Nye, B., Hedges, L. V., & Konstantopoulos, S.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publications
- Published
- 2000
- Volume
- 37
- Issue
- 1
- Pages
- 123
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W2139403502
- Cited by
- 300
- References
- 0
- FWCI
- 54.70
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
