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A research study was conducted by two teams of researchers who investigated how class size influences teaching and learning. Four second grade teachers participated, two from a rural school in Virginia and two from an urban, inner-city school in California. To understand how the same teachers and students responded to different class size conditions, a design was used allowing the researchers to change class size in the middle of the school year. Part I of this report on the research study includes a chapter on methodology, describing in detail the approach to the study. In part II, a description is given of the school year in Virginia, beginning with a description of the school setting, continuing with a chapter about each of the classes, and concluding with a discussion of what changes took place in instructional methods and student reactions after the class size was changed. Part III presents this same sequence of chapters for the school in California. Part IV presents a synthesis and discussion of results from the two schools. Details are provided about the collection and analysis of data as a comparison of data across sites. Part V offers a discussion on the implications for conducting research for teaching and learning. (JD)

The "D" testing program, the fourth in a year-long series of test administrations, is summarized. As part of the Beginning Teacher Evaluation Study, reading and mathematics achievement was studied in second and fifth grade classes. The samples for the "D" testing were 97 second grade students out of l50 in the "A" testing, and 89 fifth grade pupils out of 134 in the "A" testing. Summary statistical data are given for five reading subtests and three mathematics subtests for grade two, and for six reading subtests and three mathematics subtests for grade five. (CTM)

The selection of second and fifth grade students for the Beginning Teacher Evaluation Study (BTES) is described. The BTES investigates teacher behaviors which relate to student achievement in reading and mathematics. From a group of teachers, schools, and districts volunteering to participate, 46 schools in 14 school districts were selected. The Selection Battery of achievement tests (reading and mathematics tests for each grade level) was administered in these 40 second grade and 41 fifth grade classrooms, in order to select the target students for the investigation. High and low cutting scores defining average levels of student test performance were tentatively established. The lower limit was, in some cases, lowered slightly in order to meet the selection criteria. In no instances was the upper limit raised. The selection objectives were to gain equal male and female representation in each class, and to obtain at least 30 classes at each grade level having at least six students within the specified range of cutting scores. The classroom teachers helped to remove certain students from the list of eligible targets: those who would be moving out of the district, and those who were repeating that grade level. Brief descriptions of the tests and the resulting data are presented. (GDC)

The "C" testing program, which followed the "A" and "B" tests of the Beginning Teacher Evaluation Study, is summarized. A sample of 139 second grade and 123 fifth grade students completed the reading and mathematics achievement battery, as well as affective scales regarding reading, mathematics, and school. The administration procedures, test results, and psychometric properties of the tests are described. (Author/GDC)

The "B" testing program of the Beginning Teacher Evaluation Study, Phase III-B, is summarized. A sample of 146 second grade and 128 fifth grade students completed the reading and mathematics achievement battery, as well as affective scales pertaining to reading, mathematics, and school. The administration procedures, test results, and psychometric properties of the tests are described. (Author/GDC)

The "A" testing program of the Beginning Teacher Evaluation Study, Phase III-B, is summarized. A sample of 150 second grade and 134 fifth grade students completed the reading and mathematics achievement battery, as well as affective scales regarding reading, mathematics, and school. The administration procedures, test results, and psychometric properties of the tests are described. (Author/GDC)

The development of the Student Selection Battery for the Beginning Teacher Evaluation Study is described. This battery, which measures reading and mathematics achievement in second and fifth grade students, will be used to select target students for the study of teaching effectiveness. Methodological considerations included: the limited amount of available testing time, the selection of items that would be appropriate predictors of achievement during later testing sessions, the effect of the testing programs on students' attitudes toward school--particularly at the beginning of grade two, and the requirement that students of "average" academic ability be selected. The development of the second grade reading battery is described. It was recommended that students scoring between the 25th and 68th percentiles on this test be selected for participation in the study. The development of the other three batteries--second grade mathematics, fifth grade reading and mathematics--was similar to the first battery described. The determination of cutting scores, and the particular difficulty in selecting the lower cutting scores, are also discussed. (GDC)