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The Effect of Random Class Assignment on Elementary Students’ Reading and Mathematics Achievement. (English)
Res. Sch. 2, No. 2, 7-14 (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. (ERIC)
Classification: D42
Keywords: class organization
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