A review of research on Project STAR and path ahead

Abstract

Understanding the effects of class size reduction (CSR) has been an enduring issue in education. For the past 3 decades, Project STAR has stimulated research and policy discussions regarding the effects of CSR on a variety of outcomes. Schanzenbach (2007) reviewed STAR studies and concluded that small classes improved student academic outcomes. Since her review, however, some research has challenged this conclusion. This paper reviews these recent challenges, comparing past and recent studies. This review is considered together with studies on large-scale CSR policies in the US and CSR studies outside the US. We conclude by suggesting a direction for future research.

Effects of Self-esteem Improvement Program on Self-esteem and Peer Attachment in Elementary School Children with Observed Problematic Behaviors

“…The findings were consistent with the findings from previous studies partially in terms of increasing selfesteem and peer attachment, although the specific contents of the programs were different [20e22]. Sohn and Yim [22] tested the effects of after-school self-esteem program for grade 1e3 school children. The program was offered for 40 minutes, twice a week for a total of 53 sessions.…”

“…The program included building relationships, understanding oneself, improving relationship skills and having a sense of target competency. However, these two studies [20,22] had limitations due to a missing control group. As such, the generalizability of their findings was limited.…”

“…Few studies have been conducted for school children showing problematic behaviors [17,19]. In addition, most studies were performed with experimental groups only, and without a control group so that it was difficult to generalize the findings of the studies [20,22]. Thus, the current study is different from previous studies.…”