Small classes in the early grades, academic achievement, and graduating from high school
Small classes in the early grades, academic achievement, and graduating from high school
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DOI：
10.1037/0022-0663.97.2.214
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发表时间：
2005-05-01
影响因子：
4.9
通讯作者：
Boyd-Zaharias, J
中科院分区：
文献类型：
--
作者：
Finn, JD;Gerber, SB;Boyd-Zaharias, J
这项调查解决了3个问题的长期影响早期学校的经验：（a）参与小班在早期年级（K-3）与高中毕业？(b)K-3的学习成绩与高中毕业有关吗？(c)如果每班人数与毕业有关，是否可以用小班对学生学业成绩的影响来解释？该研究包括田纳西州班级规模实验Project星星的4，948名参与者。分析表明，毕业与K-3成绩有关，参加3年或3年以上的小班教学增加了高中毕业的可能性，特别是在有资格享受免费午餐的学生中。政策和研究的影响进行了讨论。
This investigation addressed 3 questions about the long-term effects of early school experiences: (a) Is participation in small classes in the early grades (K-3) related to high school graduation? (b) Is academic achievement in K-3 related to high school graduation? (c) If class size is related to graduation, is the relationship explained by the effect of participation in small classes on students' academic achievement? The study included 4,948 participants in Tennessee's class-size experiment, Project STAR. Analyses showed that graduating was related to K-3 achievement and that attending small classes for 3 or more years increased the likelihood of graduating from high school, especially among students eligible for free lunch. Policy and research implications are discussed.