Achilles, C. M., Harman, P., & Egelson, P. (1995). Using research results on class size to improve pupil achievement outcomes. Research in the Schools, 2, 23-30.
Bohrnstedt, G.W., & Stecher, B. M. (Eds.). (2002). What we have learned about class size reduction in California. Sacramento, CA: California Department of Education.
Farber, S.L., & Finn, J.D. (2000, April). Classroom organization and student behavior. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Fidler, P. (2001). The impact of class size reduction on student achievement. Los Angeles, CA: Los Angeles Unified School District, Program Evaluation and Research Branch.
Finn, J.D. (2002). Class-size reduction in grades K-3. In A. Molnar (Ed.). School reform proposals: The research evidence (pp. 15-24). Tempe, AZ: Education Policy Research Unit, Arizona State University.
Glass, G.V., and Smith, M.L. (1978) Meta-analysis of research on the relationship of class size and achievement. San Francisco: Far West Laboratory of Educational Research and Development.
Hoxby, C.M. (2002). The cost of accountability. In Evers, W.M., & Walberg, H.J. (Eds.). School accountability. Stanford, CA: Hoover Institution Press.
Johnson, K.A. (2000). Do small classes influence academic achievement? What the National Assessment of Educational Progress shows: A report of the Heritage Center for Data Analysis. Washington, DC: Heritage Foundation.
Kurecka, P., & Claus, R.N. (2000). A study of a reduced class size program, grades 1 & 2 1999/2000. Evaluation Report. Saginaw, MI: Saginaw Public Schools, Department of Evaluation Services.
Mitchell, D. E., & Mitchell, R. E. (1999). The impact of California’s Class Size Reduction initiative on student achievement: Detailed findings from eight school districts. Riverside, CA: University of California, California Educational Research Cooperative.
Molnar, A., Smith, P., & Zahorik, J. (1999). Evaluation results of the Student Achievement Guarantee in Education (SAGE) Program, 1998-99. Madison, WI: University of Wisconsin Madison, School of Education.
Munoz, M. A. (2001). Class size reduction in a large urban school district: A mixed methodology evaluation research study. Louisville, KY: Jefferson County Public Schools.
Nye, B., Hedges, L. V., & Konstantopoulos, S. (2004). Do minorities experience larger lasting benefits from small classes? Journal of Educational Research, 98, 94-100.
Nye, B., Hedges, L. V., & Konstantopoulos, S. (2001). Are effects of small classes cumulative? Evidence from a Tennessee experiment. Journal of Educational Research, 94, 336-345.
Nye, B., Hedges, L. V., & Konstantopoulos, S. (2001). The long-term effects of small classes in early grades: Lasting benefits in mathematics achievement at grade 9. Journal of Experimental Education, 69, 245-257.
Nye, B. A. (2000). Do the disadvantaged benefit more from small classes? Evidence from the Tennessee class size experiment. American Journal of Education, 109, 1-25.
Pollard, J. P., & Yap, K. O. (1995). The Nevada class size reduction evaluation study 1995. Carson City, NV: Nevada Department of Education, Planning, Research, and Evaluation.
Speas, C. (2003). Class-size reduction program evaluation, 2001-2002: A report to the North Carolina Department of Public Instruction. Raleigh, NC: Wake County Public School System, Department of Evaluation and Research.
West, M.R., & Woessmann, L. (2003). Crowd control: Does reducing class size work? Education Next, 3:3.