What Are the Long‐Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study
Bibliographic Data
| ID | 11367192 |
|---|---|
| Authors | Spyros Konstantopoulos (0000-0003-1393-2440, Michigan State University, corresponding author), Vicki Chung |
| Year | 2009 |
| Volume | 116 |
| Issue | 1 |
| Pages | 125-154 |
| Publication date | 2009-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/605103 |
| OpenAlex | W2145862085 |
| Language | EN |
| Citations received | 13 |
| References cited | 22 |
The findings on the social distribution of the immediate and lasting benefits of small classes have been mixed. We used data from Project STAR and the Lasting Benefits Study to examine the long‐term effects of small classes on the achievement gap in mathematics, reading, and science scores (Stanford Achievement Test). The results consistently indicated that all types of students benefit more in later grades from being in small classes in early grades. These positive effects are significant through grade 8. Longer periods in small classes produced higher increases in achievement in later grades for all types of students. For certain grades, in reading and science, low achievers seem to benefit more from being in small classes for longer periods. It appears that the lasting benefits of the cumulative effects of small classes may reduce the achievement gap in reading and science in some of the later grades
Academic achievement · Achievement test · Biology · Developmental psychology · Mathematics education · Reading (process · Standardized test · Student achievement · Term (time · Test (biology · Higher Education Research Studies · Parental Involvement in Education · Psychology · School Choice and Performance
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| Unique citing works | 13 |
|---|---|
| Citations per year | 0.87 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |