Date of Award

Fall 10-7-2024

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Michael Kuchar, Ph.D.

Committee Member

James Carino, Ph.D.

Committee Member

Christopher Tully, Ed.D.

Committee Member

Michael Barcadepone, Ed.D.

Keywords

Small Class Size, Reading, Intervention, Equity, Socioeconomic Status, Environment

Abstract

This study examined the effect of small class size intervention on student outcomes using reading achievement scores as measured by the Comprehensive Test of Basic Skills (CTBS), a standardized, norm-referenced test, while controlling for independent variables inclusive of students' gender, race, socioeconomic status (SES), and environment. This study included students who participated in a randomized, long-term study, the Tennessee Student Teacher Achievement Ratio (STAR) experiment from 1985 through 1989. The STAR study took place in the Tennessee public school system, encompassing two groups of students: those who received treatment, small class intervention, 657 students, and students who did not, 5,689. Statistical testing included independent sample t-tests, one-way ANOVAs, regression analysis, and regression to test for significance between students who received small class intervention and those who did not. The study's results indicate a significant difference as measured by grade eight student outcomes amongst students who received intervention in primary grades, kindergarten entry through the end of third grade, and those who did not. Additionally, students’ gender, race, socioeconomic status, and environment contributed to variability in student outcomes as measured by reading scores on the Grade 8 CTBS.

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