Class of 2011 what does it mean

It has been like this for a long time. I've seen people have their IG and FB set wrong by putting the year they started. Aubrey Member. Oct 7, 15 2. Napalm said:. Aubrey said:. So basically they are are insinuating that they have graduated from college on their profile while in reality, they still in college. LinkTainted Member. Sep 29, 9 1. It's like that in the United States and other parts of the world too.

TheEpicBlock Member. Oct 7, 20 0. Means the year you left or graduated. Class of means you will be graduating year Oct 31, 9 1. It's the year you left high school, college, university e. Mars Member. Oct 7, 14 3. The year you graduated. Centrino Member.

Jul 29, 8 2. In high school, it was the year we graduated. Same as the university. Doomnippal Member. Sep 29, 7 0.

It's the year you left. I was in class of in my high school. If so, by how much, for whom, and under what circumstances? What would be the likely effect of relaxing class-size mandates? What are the uncertainties in the conclusions that can be drawn from existing evidence about state CSR policies?

There is a large body of research on the relationship between class size and student learning. A systematic review of the literature identified 80 studies. The vast majority of these studies simply examine the association between variation in class size and student achievement.

The primary difficulty in interpreting this research is that schools with different class sizes likely differ in many other, difficult-to-observe ways. For example, more affluent schools are more likely to have the resources needed to provide smaller classes, which would create the illusion that smaller classes are better when in fact family characteristics were the real reason.

Alternatively, a school that serves many students with behavior problems may find it easier to manage these students in smaller classes. A comparison of such schools to other schools might give the appearance that small classes produce less learning when in fact the behavior problems were the main factor. The most credible studies of CSR have utilized either randomized experiments, in which students and teachers are randomly assigned to smaller or larger classes; natural experiments in which, for example, a sudden change in class size policy allows a before-and-after analysis of its effects; or sophisticated mathematical models for estimating effects that take advantage of longitudinal data on individual students, teachers, and schools.

We limit our review to such studies. Beginning with the entering kindergarteners in , students and teachers were randomly assigned to a small class, with an average of 15 students, or a regular class, with an average of 22 students. Thus the reduction in class size 7 students, or 32 percent was quite large.

There are several research studies based on the STAR experiment. We examine two, including one that focuses on longer-term outcomes. In addition, the positive effects of class size were largest for black students, economically disadvantaged students, and boys. They did not find any evidence of an impact on incomes at age 27, but the income effects are measured with too much imprecision to warrant strong conclusions.

In summary, STAR researchers have found positive effects of early and very large class-size reductions on academic achievement in school and college attendance, with the economic benefits of the program outweighing the costs. These are important results from a very strong research design. Rivkin, Hanushek, and Kain used a sophisticated statistical model to examine the effects of natural variation in class size in Texas in the mids. The researchers found positive effects of smaller class sizes on reading and mathematics in 4 th grade, a smaller but still statistically significant effect in 5 th grade, and little or no effects in later grades.

Because the researchers used state assessment results that were only available beginning at 4 th grade, they could not estimate class-size effects for the early grades that were studied in STAR.

The estimated class-size effects for 4 th and 5 th graders in Texas were about half the size the K-3 effects in Tennessee. International studies also provide positive evidence for the effects of class-size reduction.

Angrist and Lavy took advantage of a class-size limit in Israel of 40 students. Whenever there are more students in a grade than 40 per teacher, a teacher and classroom must be added. The effect on class size in smaller schools can be dramatic.

For example, with 80 students in a two-classroom 3rd grade, class size will be 40, but with 81 students it will be The researchers find positive effects of smaller fourth- and fifth-grade classes, with effect sizes that are on the lower end of the range of those found in the STAR study.

In , California enacted a K-3 CSR program designed to reduce class size by ten students per class, from 30 to 20, throughout the state. School participation in first and second grades exceeded 90 percent statewide by , but participation in Kindergarten and third grade did not exceed 90 percent until This staggered introduction of CSR provided opportunities for researchers to study its effects.

CSR created 25, new teaching positions in its first two years. Many of these positions were filled by teachers without certification or prior teaching experience. Other positions were filled by experienced teachers who switched grades or schools.

Jepsen and Rivkin carried out a sophisticated analysis to examine the influence of both the class-size reduction and the changes in the teacher workforce. At the same time they find that increases in the numbers of new and not-fully-certified teachers offset much of these gains. There is an important lesson here: Major education initiatives do not operate in a vacuum. Woessman and West, taking advantage of differences in average class size between the 7 th and 8 th grades within schools, examined class-size effects on performance on international examinations in 11 countries around the world.

Interestingly, the countries in which they find educationally meaningful positive effects of smaller classes are those with low salary levels for teachers and lower than average performance on international exams. A low average salary level for teachers suggests that a country is drawing its teaching population from a relatively low level of the overall capability distribution of all its employees. In this regard it is worth noting that the East Asian nations that perform at higher levels than the U.

Dee and West used a nationally representative database of students to compare the outcomes of the same eighth-grade students who had attended different size classes in different subjects. They find no overall impact of class size on test scores, i. There was, however, a small positive effect on test scores in urban schools, and modest overall positive effects on non-cognitive skills such as student attentiveness and attitudes about learning.

Arrayed against these positive and mixed findings for CSR are two credible studies that find no positive effects. Hoxby examined natural class size variation in Connecticut that was caused when natural population variation triggered a change in the number of classes in a grade in a school.

For example, a small school that has 15 first-grade students in one year and 18 the next year would have a larger class during the second year. Additionally, a school that has set a class-size limit of 25 would have one second-grade class of 25 if there were 25 second-grade students but two classes of 13 if there were 26 students. Hoxby finds no relationship between class size and achievement in fourth and sixth grade which should reflect class size in all previous grades.

Hoxby does not even find class-size effects at schools that serve disproportionately large shares of disadvantaged or minority students. Beginning with the school year, the maximum number of students in each core class would be: 18 students through grade 3; 22 students in grades 4 through 8; and 25 students in grades 9 through In , the Florida Legislature enacted a law that implemented the amendment by first requiring, from to , districts to reduce their average class sizes either to the maximum for each grade grouping or by at least two students per year until they reached the maximum.

Beginning in , compliance was measured at the school level, with schools facing the same rules for their average class size that districts faced previously. Beginning in , compliance was measured at the classroom level.

No matter when your graduation is, in years ahead, now, or years ago, in the US, a member of the 'class of ' is someone who has, is now, or will graduate in the year Americans born this year will likely graduate from a university in the 'class of ', the seniors graduating this weekend are in the 'class of ', and at 25 anniversary class reunion in a month is for 'the class of ', the year of their graduation.

Incoming freshmen in the fall are 'class of ' four year college. I know that in Canada and the US it is the year of graduation. However, I think that in the UK it is the year one starts school.

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Asked 9 years, 6 months ago. Active 3 years, 6 months ago. Viewed 24k times. Does it means he graduated or entered the College in ?