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• W1146504 abstract "Building on research utilizing class size and student achievement as an independent and a dependent variable, respectively, the author examined patterns of achievement among minority and white 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. In a re-analysis of norm(NRT) and criterion-referenced (CRT) achievement test data from Tennessee's Student Teacher Achievement Ratio (STAR) Project, the writer reports the following results: (1) Minority and white achievement for all years and class-sizes indicated that subsamples in (S) tended to obtain higher NRT and CRT mean scaled scores in reading and mathematics than either (R) or (RA) subsamples. Analyses consistently revealed a pattern of comparatively high 1 year mean scores with diminishing 2 years and 3 years scores followed by the greatest achievement in 4 years subsamples. The major difference between the minority and white pattern was the magnitude of the between-treatment subsample means: differences for white subsamples tended to be compressed relative to differences between minority subsamples, that is, class-size appeared to make a bigger difference for minority students than for white students. Differences between minority and white achievement for all years and class-sizes tended to be smallest for the 2 years and largest for the 3 years time in treatment. Achievement differences between minority (S) classes and white (R) classes for all years revealed the smallest gaps at grade K and grade 1, 2 years. Compared to white-minority differences displayed within any one class-size, the gaps that resulted from white (R) and minority (S) were smaller on every achievement measure and at every grade level. Achievement differences between white (R) and minority (R) and (S) cohorts that matriculated synchronistically with the four years of STAR class-size treatment were smallest after one year (CRT outcomes) or two years (NRT outcomes). The findings of this re-analysis support the following conclusions: (1) Small class-size may be an effective white-minority achievement gap reduction strategy in the primary school years; (2) Benefits accrue initially in greater measure to minorities than to whites; (3) Optimally beneficial treatment begins no later than grade 1 (preferably in K); (4) Optimally beneficial treatment lasts at least two years; (5) The major benefit of small-classes for minorities appears to be in preventing rather than remediating achievement disadvantagement; (6) The differential effect of small class-size for minorities appears to fade following two years treatment or in grade 3; and (7) As it applies uniquely to small class-size, the fade phenomenon of early treatments can be neither confirmed nor contradicted by this re-analysis. *For their contributions to this study, the author thanks Student Teacher Achievement Ratio (STAR) Project researchers C. M. Achilles of the University of North Carolina at Greensboro and B. Nye and D. Fulton of the Tennessee Center of Excellence for Research in Basic Skills, Tennessee State University, Nashville, TN. (Results expressed in this study do not necessarily reflect the position of the Center or its staff.) Thanks also to personnel in the Knox County, TN schools for confirming grade retention within a portion of the STAR data. Class Size as an Early intervention Strategy in White-Minority Achievement Gap Reduction The Problem One of the greatest challenges facing U. S. education policymakers and practitioners today is reducing differences in achievement among students of different ethnic groups. Despite research suggesting that schools can educate students successfully without regard to students' categorical membership (e.g., Edmonds, 1979; Lezotte, 1989), many schools fail to do so. Specifically, students of color and poverty tend to achieve less than their white and economically advantaged peers. Forty years after Brown vs. Tokeka and nearly 30 years after the Elementary ahd Secondary Education Act of 1965 pledged our national commitment to equity and excellence in education, the white-minority gap is still unacceptably large and troubling (Jennings, 1992; Levin, 1990; Mullis, Owens, & Phillips, 1990). The size and nature of the achievement gap depend on a combination of the indicator, the location, and the minority group in question. Data compiled by the Sandia National Laboratory (1991) are illuminative: The Scholastic Aptitude Test (SAT) 1991 national mean score for Asian-Americans, for example, was actually higher than that of their white classmates. Similarly, retention and college attendance data indicated that there is, in fact, no achievement gap with respect to the Asian:. American minority student. Black and Hispanic student data, on the other hand, demonstrated wide disparities. Using again. the 1991 SAT as an indicator, the mean score for black students was approximately 200 points below the white student mean while Hispanic students experienced, on average, a 130 point disadvantage. Similarly, black and Hispanic minorities were shown to drop out of school at proportionately higher rates than their white classmates. Thu 3ta indicated that nearly 80% of white students complete high" @default.
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• W1146504 date "1994-02-01" @default.
• W1146504 modified "2023-09-26" @default.
• W1146504 title "Class Size as an Early Intervention Strategy in White-Minority Achievement Gap Reduction." @default.
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