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The consistency of class size effects: A meta-analytic approach

Abstract

"This study examined the consistency of class size effects through third grade using data from Project STAR and meta-analytic methods. The findings provide additional support to the notion that the average small class effect is significant and important in early grades. In addition, the small class effects vary significantly across schools in all grades for both mathematics and reading. The inconsistency is larger in kindergarten and becomes smaller as students move through grades. Therefore, there is evidence that school context interacts with small class effects."

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