Does Reducing Student-to-instructor Ratios Affect Achievement?

Published

Journal Article

Chapter 1 compensatory programs are designed to help educate low-achieving students from low-income families. One effect of the programs is that they reduce the instructor-to-student ratio in Chapter 1 classrooms. Reduced ratios mean compensatory education students receive instruction in smaller classes for longer periods of time. However, within the educational research literature there is considerable debate over whether class size and additional allocated time to learning have a significant impact on achievement, school-related attitudes, and instructional practices. This article examines these debates within the context of compensatory education, with an eye toward facilitating the impending discussion about whether the Chapter 1 program should be renewed or reformed. © 1989, Taylor & Francis Group, LLC. All rights reserved.

Full Text

Duke Authors

Cited Authors

  • Cooper, HM

Published Date

  • January 1, 1989

Published In

Volume / Issue

  • 24 / 1

Start / End Page

  • 79 - 98

Electronic International Standard Serial Number (EISSN)

  • 1532-6985

International Standard Serial Number (ISSN)

  • 0046-1520

Digital Object Identifier (DOI)

  • 10.1207/s15326985ep2401_3

Citation Source

  • Scopus