A Review of Research on Project STAR and Path Ahead

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals

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19

Class Size; Small Classes; Educational Policy; Outcomes of Education; Teacher Student Ratio; Randomized Controlled Trials; Educational Experiments; Cognitive Ability; Scores; Generalizability Theory; Foreign Countries; Comparative Education; Early Childhood Education; Educational Benefits; Classroom Environment

Denmark; Japan; Norway; United States

10.1080/09243453.2014.994643

0924-3453

Understanding the effects of class size reduction (CSR) has been an enduring issue in education. For the past 3 decades, Project STAR has stimulated research and policy discussions regarding the effects of CSR on a variety of outcomes. Schanzenbach (2007) reviewed STAR studies and concluded that small classes improved student academic outcomes. Since her review, however, some research has challenged this conclusion. This paper reviews these recent challenges, comparing past and recent studies. This review is considered together with studies on large-scale CSR policies in the US and CSR studies outside the US. We conclude by suggesting a direction for future research.

As Provided

82

2016

EJ1099700