Date of Award
2011
Document Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership
Department
Education
First Advisor
Mahoney, Marita
Second Advisor
Riggs, Matt
Third Advisor
Hill, James, and Schnorr, Donna
Abstract
Research has suggested smaller class sizes in early elementary grades lead to improved academic achievement, particularly for minority or low socioeconomic status students. Yet, the impact of class size reduction in middles schools is largely unstudied. The focus of the current research targeted the impact of class size reduction in two middle schools in Southern California that successfully applied for the Quality Investment Education Act (QEIA) grant. This study examined some of the relationships in the context of a large California school district. Five middle schools participated, including two schools which recently received a multi-year grant to implement class size reduction: the Quality Investment Education Act (QEIA).
Recommended Citation
Franc̨oisse, Jean-Jacques, "Moving beyond class size: The importance of addressing classroom-context on academic achievement" (2011). Theses Digitization Project. 3920.
https://scholarworks.lib.csusb.edu/etd-project/3920
