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ijcrb.webs.com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS JUNE 2011 VOL 3, NO 2 References Achilles, C. M., Nye, B. A., Zaharias, J. B., & Fulton, B. D. (1993). The Lasting Benefits Study (LBS) in grades 4 and 5 (1990-1991): A legacy from Tennessee’s four-year (K-3) class-size study (1985-1989), Project Star. Greensboro, North Carolina: North Carolina Association for Research in Education. Card D & Alan B K (1996). "School Quality and the Return to Education". In Gary Burtless. Does money matter? The effect of school resources on student achievement and adult success. Washington: Brookings Institution. pp. 118–119. Chaudhry S M & Kamal S (2000). Introduction to Statistical Theory Part 2, Lahore: Al-Hajaz Printing press (p.208) Finn, J. D. & Achilles, C. M. (1990). Answers and questions about class size: A statewide experiment. American Educational Research Journal, 27(3), 557-577. Fletcher, J. M. (2009). Is identification with school the key component in the “black box” of academic outcomes? Evidence from a randomized experiment. Economics of Education Review, 28(6), 662-671. Glass, G. & Smith, M. L. (1979). Meta-analysis of research on class size and achievement. Educational Evaluation and Policy Analysis, 1, 2-16. Jackson R T (2005). How important is class size. New York: Rinehart and Winston. Konstantopoulos, S. & Chung, V. (2009). What are long-term effects of smaller classes on the achievement gap? Evidence from the Lasting Benefits Study. American Journal of Education, 116(1), 125-154. Krueger, A. B. & Whitmore, D. M. (2001). Would Smaller Classes Help Close the Black- White Achievement Gap? Princeton, New Jersey: Princeton University Press. Mitchell, D. E. and Mitchell, R. E. (1999). The impact of California’s Class Size Reduction initiative on student achievement: Detailed findings from eight school districts. Riverside, CA: University of California, California Academic Research Cooperative. Molnar A et al (1999). Evaluating the SAGE Program: a pilot program in targeted pupilteacher reduction in Wisconsin. Academic Evaluation and Policy Analysis, 21, 165-177. Nye, B. A., Hedges, L. V., & Konstantopoulos, S. (1999). The long-term effects of small classes: A five-year follow-up of the Tennessee class size experiment. Educational Evaluation and Policy Analysis, 21(2), 127-142. Nye, B. A., Hedges, L. V., & Konstantopoulos, S. (2001a). Are effects of small classes cumulative? Evidence from a Tennessee experiment. Journal of Educational Research, 94, 336-345. Nye, B. A., Hedges, L. V., & Konstantopoulos, S. (2000b). The effects of small classes on academic achievement: The results of the Tennessee class size experiment. American Educational Research Journal, 37(1), 123-151. COPY RIGHT © 2011 Institute of Interdisciplinary Business Research 1598
ijcrb.webs.com JUNE 2011 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 3, NO 2 Rees N S & Johnson K (2000). A lesson in smaller class sizes. Heritage Views: http://heritage.org/Research/Commentary/2000/05/A-Lesson-in-Smaller-Class-Sizes Rowntree D (2008). A Dictionary of education, London: Harper & Row publishers. Stecher, B. M. & Borhnstedt, G. W. (2000). Class size reductions in California: The 1998- 99 evaluation findings. Sacramento, California: California Department of Education. Word, E. R., Johnston, J., Bain, H. P., & Fulton, B. D. (1994). The State of Tennessee’s Student-Teacher Achievement Ratio (STAR) Project: Technical Report 1985-1990. Nashville, Tennessee: Tennessee State Department of Education. COPY RIGHT © 2011 Institute of Interdisciplinary Business Research 1599
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