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Summary

Description

Finn, Gerber, & Boyd-Zaharias (2005) analysed data from 4,948 participants in Tennessee’s class-size experiment, Project STAR. The analysis showed that attending small classes (13 to 17 students) for 3 or more years in the early grades increased the likelihood of graduating from high school, especially among students eligible for free lunch. They also found that attending small classes was linked to greater math and reading achievement.

Finn, J. D., Gerber, S. B., Boyd-Zaharias, J. (2005). Small Classes in the early grades, academic achievement, and graduating from high school. Journal of Educational Psychology, 97,214-233.
Date 1 January 2006 (original upload date)
Source No machine-readable source provided. Own work assumed (based on copyright claims).
Author No machine-readable author provided. Nesbit~commonswiki assumed (based on copyright claims).

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1 January 2006

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Date/TimeThumbnailDimensionsUserComment
current19:06, 1 January 2006Thumbnail for version as of 19:06, 1 January 2006542 × 522 (8 KB)Nesbit~commonswikiFinn, Gerber, & Boyd-Zaharias (2005) analysed data from 4,948 participants in Tennessee’s class-size experiment, Project STAR. The analysis showed that attending small classes (13 to 17 students) for 3 or more years in the early grades increased the lik

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