The Effect of Random Class Assignment on Elementary Students' Reading and Mathematics Achievement.

Zaharias, Jayne B.; Achilles, C. M.; Cain, Van A.

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ERIC Number: EJ571155

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1085-5300

EISSN: N/A

The Effect of Random Class Assignment on Elementary Students' Reading and Mathematics Achievement.

Zaharias, Jayne B.; Achilles, C. M.; Cain, Van A.

Research in the Schools, v2 n2 p7-14 Fall 1995

Whether random or nonrandom assignment to classes provides achievement benefits for students in grades 1 through 3 was studied with students, 499 randomly assigned and 658 not randomly assigned, from the Student/Teacher Achievement Ratio (STAR) study. Results favor random assignment by grade 3 as measured by Stanford Achievement Test and Basic Skills First Test scores. (SLD)

Descriptors: Class Organization, Elementary School Students, Grouping (Instructional Purposes), Mathematics Achievement, Primary Education, Reading Achievement, Student Placement

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A