PROJECT STAR

Although it is not Canadian, an important project worth mentioning for the purpose of researching class size history and surrounding effects is Project STAR (Student/Teacher Achievement Ratio) from Tennessee. Project STAR, was an experiment conducted by the State of Tennessee in the mid1980s. Project STAR, the most reputable and frequently cited study of class size, was a four-year, large-scale randomized experiment in which kindergarten students were randomly assigned to small classes (13 - 17 students), larger classes (22 - 26 students) or larger classes with a full-time aide. Key results with respect to academic achievement and classroom behavior include the following: There were statistically significant differences found among the three class types on all achievement measures and in all subject areas in every year of the experiment (K - 3). On average, students in small classes had superior academic performance to students in larger classes. There were no significant differences found between classes with teacher aides and regular classes in any year of the study. The small-class advantage was found for both boys and girls. The benefits were substantially greater for minority students or students attending inner-city schools in each year of the study. Students who had been in small classes exhibited superior engagement behaviors in grade 4 including; more effort spent on learning activities, more initiative, and less disruptive or inattentive-withdrawn behaviour. In addition to improvements in achievement and behavior, Finn also noted the following results from Project STAR: teacher morale increased and teachers spent more time in active teaching and less on classroom management. There were fewer disruptions and fewer discipline problems. Students' engagement in learning activities increased and the number of students who had to repeat a grade was reduced. The problems teachers encounter in teaching and managing classes were not reduced when a teaching assistant was present. The Lasting Benefits Study, a five-year follow-up study on project STAR, demonstrated that the positive effects in the early grades result in math, reading, and science achievement gains that persist at least through grade 8. These results are in favor for class size reduction for smaller classes, and the potentially lasting effects on student’s achievement smaller classes, at an early age, may have ( Although slightly outdated, the most similar research to project STAR conducted in Canada happened in 1970 where by the Board of Education of Toronto, together with the Toronto Teachers’ Federation conducted a study. The study was designed to examine differences between four class sizes, from 16 to 37 pupils by randomly assigning students and teachers to a particular class size (16, 23, 30 or37). Sixty-two classes of students in the fourth and fifth grades from 11 schools in Metropolitan Toronto participated. The study showed that class size makes a large difference to teachers’ attitudes and expectations, while having little or no effect on students or on instructional methods used. There were no significant differences attributable to class size for achievement in art, composition, vocabulary, reading and mathematics problem solving. Although no direct connection was made, it must be noted that class size makes a difference to teacher’s attitudes and expectations. This in turn can have a direct effect on student achievement, as noted below.