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February 2002 | Volume 59 | Number 5
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Marge Scherer
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Patricia A. Wasley
Two needs—to increase achievement and to provide a caring environment for students—are triggering a resurgence of interest in size issues.
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Bruce J. Biddle and David C. Berliner
In this research synthesis sponsored by the Rockefeller Foundation, the authors review seminal studies on class size and offer insight about which conclusions are valid.
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Charles M. Achilles, Jeremy D. Finn and Helen Pate-Bain
Confusing the terms pupil-teacher ratio and class size is at the heart of many disputes.
Kirk A. Johnson
Educators should remember that reducing class size does not guarantee success.
Gail McGoogan
A team of teachers creates an innovative school-within-a-school for students in grades 1–5.
Patricia Handley
The author recalls the year when she had only 15 students.
Rick Allen
Large schools are on the increase. How do they surmount problems and encourage excellence?
Jean Johnson
Few parents or teachers actively seek smaller schools, but they do have favorable attitudes toward small classes.
Mary Anne Raywid
Certain policies and governance structures can interfere with running effective small schools.
Tom Vander Ark
Believing that smallness is linked with achievement, safety, and cost-effectiveness, the Bill & Melinda Gates Foundation supports small high schools.
Pedro A. Noguera
When it comes to ensuring quality, smallness is a beneficial—but not a sufficient—characteristic for high schools.
Michael Klonsky
Because small schools emphasize student engagement, they may curtail serious violence.
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Joe Nathan
Schools and community groups are learning how to join forces and use the same facilities.
Deborah Meier
A reminiscence—and words of caution—from the founder of several famous small schools.
John H. Holloway
Steven C. Schlozman
David Gonzalez
Carolyn R. Pool
Carolyn Pool
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