Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano,
R. F., & Hawkins, J. D. (2000). Predictors of early high school dropout:
A test of five theories. Journal of Educational Psychology, 92, 568 –582.
Berrueta-Clement, J. R., Barnett, W. S., Epstein, A. S., & Weikart, D. P.
(1984). Changed lives: The effects of the Perry Preschool Program on
youths through age 19. Ypsilanti, MI: High Scope Press.
Bloom, B. S. (1964). Stability and change in human characteristics. New
York: Wiley.
Brewer, D., Krop, C., Gill, B. P., & Reichardt, R. (1999). Estimating the
cost of national class size reductions under different policy alternatives.
Educational Evaluation and Policy Analysis, 21, 179 –192.
CSR Research Consortium. (2000). Class size reduction in California: The
1998–99 evaluation findings. Sacramento, CA: California Department of
Education.
Egelson, P., Harman, P., & Achilles, C. M. (1996). Does class size make
a difference? Recent findings from state and district initiatives. Greens-
boro, NC: Southeast Regional Vision for Education (SERVE).
Ensminger, M. E., & Slusarcick, A. L. (1992, April). Paths to high school
graduation or dropout: A longitudinal study of a first-grade cohort.
Sociology of Education, 65(2), 95–113.
Evertson, C. M., & Folger, J. K., (1989, March). Small class, large class:
What do teachers do differently? Paper presented at the annual meeting
of the American Educational Research Association, San Francisco, CA.
Finn, J. D. (1989). Withdrawing from school. Review of Educational
Research, 59, 117–142.
Finn, J. D., & Achilles, C. M. (1990). Answers and questions about class
size: A statewide experiment. American Educational Research Journal,
27, 557–577.
Finn, J., D., Fulton, B. D., Zaharias, J., & Nye, B. A. (1989). Carry-over
effects of small classes. Peabody Journal of Education, 67, 75–84.
Finn, J. D., Gerber, S. B., Achilles, C. M., & Boyd-Zaharias, J. (2001). The
enduring effects of small classes. Teachers College Record, 103, 45–83.
Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2004). The “why’s” of
class size: Student behavior in small classes. Review of Educational
Research, 73, 321–368.
Garnier, H. E., Stein, J. A., & Jacobs, J. K. (1997). The process of dropping
out of high school: A 19-year perspective. American Educational Re-
search Journal, 34, 395–419.
Glass, G. V., & Smith, M. L. (1978). Meta-analysis of research of the
relationship of class size and achievement. San Francisco: Far West
Laboratory for Educational Research and Development.
Goldschmidt, P., & Wang, J. (1999). When can schools affect dropout
behavior? A longitudinal multilevel analysis. American Educational
Research Journal, 36, 715–738.
Goldstein, H., & Blatchford, P. (1998). Class size and educational achieve-
ment: A review of methodology with particular reference to study
design. British Educational Research Journal, 24, 255–268.
Hanson, R. A., & Farrell, D. (1995). The long-term effects on high school
seniors of learning to read in kindergarten. Reading Research Quarterly,
30, 908 –933.
Hanushek, E. A. (1998). The evidence on class size. Rochester, NY:
University of Rochester, W. Allen Wallis Institute of Political Economy.
Hanushek, E. A. (1999). Some findings from an independent investigation
of the Tennessee STAR experiment and from other investigations of
class size effects. Educational Evaluation and Policy Analysis, 21,
143–164.
Haskins, R. (1989). Beyond metaphor: The efficacy of early childhood
education. American Psychologist, 44, 274 –282.
Hedges, L. V., Nye, B., & Konstantopoulos, S. (1999). The long-term
effects of small classes: A five-year follow-up of the Tennessee class
size experiment. Educational Evaluation and Policy Analysis, 21, 127–
142.
Hedges, L. V., Nye, B., & Konstantopoulos, S. (2000). The effects of small
classes on academic achievement: The results of the Tennessee class size
experiment. American Educational Research Journal, 37, 123–151.
Hill, M. (1997). SPSS missing value analysis 7.5. Chicago: SPSS.
Hosmer, D. W., & Lemeshow, S. (2000). Applied logistic regression. New
York: Wiley.
Kaplan, D. S., Peck, B. M., & Kaplan, H. B. (1997). Decomposing the
academic failure– dropout relationship: A longitudinal analysis. Journal
of Educational Research, 90, 331–343.
Krueger, A. B. (1999). Experimental estimates of education production
functions. Quarterly Journal of Economics, 114, 497–532.
Krueger, A. B., & Whitmore, D. (2001, March). Would smaller classes
help close the Black–White achievement gap? (Princeton University
Industrial Relations Section Working Paper No. 451). Retrieved January
18, 2005, from www.irs.princeton.edu/pubs/frame.html
Lazar, I., & Darlington, R. (1982). Lasting effects of early education: A
report from the Consortium for Longitudinal Studies. Chicago: Univer-
sity of Chicago Press.
Lewit, E. M., & Baker, L. S. (1997, Summer/Fall). Class size. Future of
Children, 7(2), 112–121.
Little, R. J. A., & Rubin, D. B. (1990). The analysis of social science data
with missing values. In J. Fox & J. S. Long (Eds.), Modern methods of
data analysis (pp. 374–409). Newbury Park, CA: Sage.
Little, R. J. A., & Schenker, N. (1995). Missing data. In G. Arminger, C. C.
Clogg, & M. E. Sobel (Eds.), Handbook of statistical modeling for the
social and behavioral sciences (pp. 39–75). New York: Plenum Press.
McKey, R. H., Condelli, L., Granson, H., Barnett, B., McConkey, C., &
Plantz, M. (1985) The impact of Head Start on children, families, and
communities. Washington, DC: Head Start Bureau, U. S. Department of
Health and Human Services.
Miles, K. H. (1995). Freeing resources for improving schools: A case of
teacher allocation in Boston public schools. Educational Evaluation and
Policy Analysis, 17, 476–493.
Molnar, A., Smith, O., & Zahorik, J. (1999). 1998 –99 evaluation results of
the Student Achievement Guarantee in Education (SAGE) program.
Milwaukee: University of Wisconsin School of Education.
Molnar, A., Smith, O., Zahorik, J., Ehrle, K., Halbach, A., & Kuehl, B.
(2000). 1999 –2000 evaluation of the Student Achievement Guarantee in
Education (SAGE) program. Milwaukee: University of Wisconsin
School of Education.
National Research Council. (2001). Understanding dropouts: Statistics,
strategies, and high-stakes testing. Washington, DC: National Academy
Press.
Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The signif-
icance and sources of student engagement. In F. M. Newmann (Ed.),
Student engagement and achievement in American secondary schools
(pp. 11–39). New York: Teachers College Press.
Psychological Corporation. (1983). Stanford Achievement Tests (7th ed.).
San Diego, CA: Author.
Ramey, C. T., & Ramey, S. (1998). Early intervention and early experi-
ence. American Psychologist, 53, 109 –120.
Randolph, K. A., Fraser, M. W., & Orthner, D. K. (2004). Educational
resilience among youth at risk. Substance Use and Misuse, 39, 747–
767.
Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., & Congdon, R. T. (2000).
HLM5: Hierarchical linear and nonlinear modeling. Lincolnwood, IL:
Scientific Software International.
Reynolds, A. J. (1997). The Chicago child–parent centers: A longitudinal
study of extended early childhood intervention (Discussion Paper No.
1126 –97). Madison, WI: Institute for Research on Poverty.
Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2001).
222
FINN, GERBER, AND BOYD-ZAHARIAS