After years of debate, speculation, and research, Tennessee's Project STAR produced clear answers to the question, “Do small classes result in improved academic achievement in the elementary grades?” This article describes the features that made STAR unique and summarizes the findings with regard to pupil performance and behavior. New analyses show the magnitudes of the “small-class advantage” during and after the 4-year experimental period. The positive findings of STAR have been greeted with enthusiasm by the education community and are providing impetus for class size reduction (CSR) efforts in many districts. At the same time, some detractors continue to oppose the idea. Although they usually do not take issue with the strength of the STAR design, they disagree that the findings warrant CSR initiatives in most cases. This article examines those arguments critically. Finally recommendations are offered for policymakers, education practitioners, and researchers for using the information learned to date about the relationship of class size with students' academic achievement.
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