Key lessons: Class Size and Student Achievement (page 2)

— Center for Public Education
Updated on Dec 16, 2008


Ehrenberg, R. G., Brewer, D. J., Gamoran, A., & Willms, J. D. (2001). Class size and student achievement. Psychological Science, 2, 1-29.

Fidler, P. (2001). The impact of class size reduction on student achievement. Los Angeles, CA: Los Angeles Unified School District, Program Evaluation and Research Branch.

Mitchell, D. E., & Mitchell, R. E. (1999). The impact of California's Class Size Reduction initiative on student achievement: Detailed findings from eight school districts. Riverside, CA: University of California, California Educational Research Cooperative.

Molnar, A., Smith, P., & Zahorik, J. (1999). Evaluation results of the Student Achievement Guarantee in Education (SAGE) Program, 1998-99. Madison, WI: University of Wisconsin Madison, School of Education.

Nye, B., Hedges, L. V., & Konstantopoulos, S. (2004). Do minorities experience larger lasting benefits from small classes? Journal of Educational Research, 98, 94-100.

Nye, B., Hedges, L. V., & Konstantopoulos, S. (2001a). Are effects of small classes cumulative? Evidence from a Tennessee experiment. Journal of Educational Research, 94, 336-345.

Nye, B., Hedges, L. V., & Konstantopoulos, S. (2001b). The long-term effects of small classes in early grades: Lasting benefits in mathematics achievement at grade 9. Journal of Experimental Education, 69, 245-257.

Nye, B. A. (2000). Do the disadvantaged benefit more from small classes? Evidence from the Tennessee class size experiment. American Journal of Education, 109, 1-25.

Rice, J. K. (1999). The impact of class size on instructional strategies and the use of time in high school mathematics and sciences courses. Educational Evaluation and Policy Analysis, 21, 215-229.

This document was prepared by Caliber Associates for the Center for Public Education. Caliber, an ICF company based in Fairfax, Va., specializes in social science research and evaluation.

Posted: July 25, 2005

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