This SERVE website page lists resources from, Health and Education Research Operative Services, Inc.'s (HEROS), The CSR Research Consortium's 2002 capstone report on California's Class Size Reduction program What We Have Learned About Class Size Reduction in California, resources from The U.S. Department of Education (e.g., Reducing Class Size: What We Know), and other useful web resources.

There are links to complete online reports (or citations for ordering information for reports not available free online) for Glass & Smith, STAR, SAGE, and California's Class Size Reduction Program.

This link includes abstracts and links to complete reports for articles by Krueger and Hanushek; Jepsen and Rivkin; Finn; Biddle and Berliner; Finn, Gerber, and Achilles; Krueger and Whitmore.

This paper was commissioned for a 1999 U.S. Department of Education/Laboratory for Student Success class size conference. The paper details Burke County's class size reduction program and student achievement results. SERVE found not only that students received achievement benefits while in smaller classes but also that the benefits were sustained when they returned to large classes in the fourth grade. To order the book, go to www.temple.edu/lss/ pubs_books&videos.htm.

This guide was prepared by the American Institute for Research (AIR) and examines 24 schoolwide reform approaches and their effectiveness in raising student achievement.

This catalog was compiled by Northwest Regional Educational Laboratory (NWREL) at the request of the U.S. Department of Education.

The University of Memphis, The Center for Research in Educational Policy (CREP) developed formative evaluation data collection tools that schools may purchase to evaluate the implementation of their Comprehensive School Reform model. The tools include the School Climate Inventory. The Example SCI © Profile provides details on how results are reported, the School Observation Measure (SOM), and the Comprehensive School Reform Teacher Questionnaire.

This document is a resource that can be used as a starting point from which to look broadly across a school's scores. This sort of analysis is at least a two-step procedure. For example, we know that poor reading achievement is a common problem in low-performing schools. If the analysis of test data shows a need for reading improvement, staffs would want to look at specific data about reading instruction: What happens in the classroom between teachers and students, and among students?

This document can help staff understand some of the causes of low scores. The worksheet is not designed to look at external factors, only those for which you have control within your school.