Abstract
Wisconsin's Student Achievement Guarantee in Education (SAGE) program was designed as a 5-year K–3 pilot project that began in the 1996–97 school year. The program requires that participating schools implement 4 interventions including reducing the pupil-teacher ratio within classrooms to 15 students per teacher. The SAGE evaluation uses a quasi-experimental, comparative change design utilizing descriptive statistics, linear regression, and hierarchical linear modeling. In addition, qualitative analyses of life in SAGE schools and classrooms are conducted. Results of the 1996–97 and 1997–98 first grade data reveal findings consistent with the Tennessee STAR class size experiment. Also, individualization emerged as a key characteristic of instruction in SAGE classrooms.
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