This case study evaluation explored how class size reduction (CSR) combined with other reform initiatives and contextual factors to affect student achievement. The evaluand was an elementary school that implemented Wisconsin's fortified CSR program named SAGE. Evidence was collected from existing records and purposively selected teachers via a focus group. A three-phase "cut and paste" analysis strategy was used to reduce data, display data, and draw and verify conclusions. Main and interaction effects are reported. Findings suggest smaller classes may affect student achievement by facilitating the coherence of school-level instructional programs.
Class Size Reduction, School Reform, Evaluation, Qualitative Research, Instructional Program Coherence
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Recommended APA Citation
Kiger, D. M. (2002). Class Size Reduction: A Facilitator of Instructional Program Coherence. The Qualitative Report, 7(4), 1-40. https://doi.org/10.46743/2160-3715/2002.1965