STAR Follow-Up Studies, 1996-1997: The Student/Teacher Achievement Ratio (STAR) Project

The Student/Teacher Achievement Ratio (STAR) Project first investigated the effect of small class size on student achievement with over 6,000 Tennessee primary students in 1985 through 1989. The study found a consistent and significant benefit of small classes for all students, with the greatest advantages for minority, inner-city students from low SES backgrounds. For grades 4 through 8, the Tennessee Department of Education provided researchers with standardized achievement test scores, which were then matched to the appropriate STAR cohorts and compared for significant differences. Results through grade 8 showed that those students who were in small classes during K-3 continued to score significantly higher on standardized achievement tests than their peers who had attended regular classes or regular classes with a teacher aide. However, at grade 9 statistically significant results did not emerge, which was attributed to the statewide testing procedures that were in place for the ninth-graders. The follow-up study reported here was conducted to provide continuity to STAR by determining whether or not at the end of grade 10 STAR (K-3) small-class students maintained any academic achievement advantages over their peers. Data were drawn from the Tennessee Competency Exam (TCE), required for high school graduation; results indicated that tenth-graders who had participated in STAR small classes appeared to have maintained advantages over their peers. Although there were no statistically significant differences in the TCE grade 10 test scores by class type, it was found that a significantly larger portion of small-class students, compared to students from regular classes or regular classes with teacher aides, had already passed the TCE requirement at grade 8. (Contains 14 references.) (EV)