An examination of small class as a "gap reduction" strategy for achievement differences in groups of students, K-3
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Charles Steven Bingham (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Charles M. Achilles
Abstract: The primary purpose of this research was to examine patterns of achievement among white and minority students in small (S), regular (R), and regular-with-aide (RA) class-size treatments over varying lengths of time and at varying start-up years, grades K, 1, 2, and 3. Re-analyzing norm- (NRT) and criterion-referenced (CRT) achievement test data from Tennessee's Student Teacher Achievement Ratio (STAR) Project, the researcher: (1) identified appropriate subsamples of students in each grade and class-size; (2) calculated the white and minority subsamples' mean scaled scores and standard deviations for each achievement measure by length of time in each class-size treatment at each grade; (3) tabulated the white and minority subsamples' mean scaled scores for each achievement measure by length of time in each class-size treatment at each grade level; (4) tabulated a white-minority achievement gap by grade by length of time in each class-size treatment; (5) tabulated achievement differences between minority (S) and white (R) subsamples by grade by length of time in class; (6) calculated effect sizes to measure the educational importance of selected mean score achievement differences between subsamples; and (7) charted histograms to compare the achievement of white (R) and minority (R) and (S) class-sizes.
An examination of small class as a "gap reduction" strategy for achievement differences in groups of students, K-3
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Created on 1/1/1993
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1993
- Subjects
- Class size $z United States
- Education, Primary
- Achievement tests