project star education

• University News
• Faculty & Research
• Health & Medicine
• Science & Technology
• Social Sciences
• Humanities & Arts
• Students & Alumni
• Arts & Culture
• Sports & Athletics
• The Professions
• International
• New England Guide

The Magazine

• Current Issue
• Past Issues

Class Notes & Obituaries

• Browse Class Notes
• Browse Obituaries

Collections

• Commencement
• The Context

Harvard Squared

• Harvard in the Headlines

Support Harvard Magazine

• Why We Need Your Support
• How We Are Funded
• Ways to Support the Magazine
• Special Gifts
• Behind the Scenes

Classifieds

• Vacation Rentals & Travel
• Real Estate
• Products & Services
• Harvard Authors’ Bookshelf
• Education & Enrichment Resource
• Ad Prices & Information
• Place An Ad

Follow Harvard Magazine:

Social Sciences | 8.28.2019

From the Archives: The Case for Smaller Classes

We look back to one of the classic experiments in education: an attempt to determine the effects of class size on young students’ learning..

Read the article as it appeared in 1999 .

As students return to schools across the country, we look back to a description of one of the classic experiments in education: an attempt to determine the effects of class size on young pupils’ learning. The results remain a subject of political controversy, because the fiscal implications are significant (it is obviously much more expensive to staff smaller classes), but the caliber of the research and the kind of objective inquiry described remain models for assessing any of the nation’s many attempts—in the years since, and today—to effect better K-12 education: surely a critical social goal on which all citizens can agree. ~The Editors

The United States is now engaged in a large and extensive program to improve our nation’s public-school systems. Last year Congress adopted President Clinton’s initiative to begin the federal funding necessary to add 100,000 elementary-school teachers and a substantial number of new classroom buildings throughout the country.

Some states are undertaking similar initiatives. An example is the California program, begun in September 1996 under Republican governor Pete Wilson, that aimed to reduce class size in kindergarten through third grade to 20 students. Although California’s new reduced-class-size programs have been criticized for inadequate preparation, the state’s failure to line up enough additional classrooms and teachers may have encouraged President Clinton’s proposals. Meanwhile, three other states—Florida, Georgia, and Utah—have been considering smaller classes in the early grades.

Like many ideas about how to improve or reform education, the effort to reduce class size is controversial. Some critics of public education see the program as a boondoggle, at worst a payoff to entrenched teachers’ unions. Others say strengthening teacher training or generally improving the quality of teachers would be more efficacious.

This disagreement over methods of educational reform points to a troubling discovery—we have little, if any, objective, useful data on what really works in education, a quarter-trillion-dollar-plus enterprise that vitally affects our children. In the case of class-size reduction, however, there  are  such data, and they offer strong evidence that smaller classes in the early grades improve children’s learning. We need, therefore, to pay attention to this example of an educational experiment, both for its immediate bearing on the current issue of class-size reduction and for its larger message about how we ought to go about evaluating what works to improve education.

Project STAR (Student/Teacher Achievement Ratio), the state of Tennessee’s four-year study of the educational effects of class size and teachers’ aides in the early grades, is one of the great experiments in education in U.S. history. Its importance derives in part from its being a statewide study and in part from its size and duration. But even more important is the care taken in the study’s design and execution. Not only are the findings valuable, but Project STAR is also extremely important as an example of the kind of experiment needed to appraise other school programs, and as proof that such a project can be implemented successfully on a statewide basis.

In the late 1980s, then-Tennessee governor Lamar Alexander (currently a candidate for the Republican presidential nomination) had made education a top priority for his second term. The state legislature and the educational community had been intrigued by a modest-sized Indiana study called Project Prime Time, which found benefits in having small classes in the early grades. The legislature was also aware of an investigation by Gene V. Glass and his colleagues at the University of Colorado and Murdoch University in Australia that used meta-analysis (a way of pooling information from several separate studies to strengthen evidence) to review the literature on the effects of class size. The results of this investigation suggested that a class size of 15 or fewer would be needed to make a noticeable improvement in classroom performance. Meta-analysis, however, was not viewed favorably by all professionals at that time, and the effect of class size continued to be seriously debated.

Noting the expense associated with additional classrooms and teachers, the Tennessee legislature decided that it would be wise to have a solid research base before adopting such a major program. In addition to studying class size, the legislature wanted to evaluate the effectiveness of adding a teacher’s aide to a regular-size class. It therefore authorized and funded Project STAR.

The idea that drove the Tennessee study is that teachers in smaller classes have more time to give to individual children. In addition, teachers and administrators who advocate small classes for students who are beginning school often say they are dealing with a “start-up phenomenon.” When children first come to school, they face a great deal of confusion. They need to learn to cooperate with others, to learn how to learn, and to get organized to become students. They arrive from a variety of homes and backgrounds, and many need training in paying attention, carrying out tasks, and engaging in appropriate behavior toward others in a working situation.

The study was carried out in three kinds of groups: small class size (13 to 17 students); regular class size (22 to 25) with a teacher’s aide; and regular class size without a teacher’s aide. The study began in kindergarten and continued through the third grade. The children moved into regular-size classes in the fourth grade. By comparing average pupil performance in the different kinds of classes, researchers were able to assess the relative benefits of small classes and the presence of a teacher’s aide. The experiment involved 79 schools from inner-city, urban, suburban, and rural areas, so that the progress of children from different backgrounds could be evaluated. In all, the experiment involved about 6,400 students during its four years.

As Project STAR approached its final year, the staff requested and received funding for an additional program. The Lasting Benefits Study was designed to follow all three groups of students as they moved into regular-size classes after third grade.

Two kinds of tests were used to assess student performance: standardized tests and curriculum-based tests. Standardized tests have the advantage of being used nationwide, but the disadvantage of not being geared directly to the course of study taught locally. Curriculum-based tests reverse those benefits and disadvantages: they measure more directly the increased knowledge of what was actually taught, but usually cannot tell how the results compare with the national picture.

After four years, it was clear that smaller classes did bring substantial improvement in early learning in cognitive subjects such as reading and arithmetic (for details on methods and findings, refer to the works by Mosteller et al. cited in the box at right). Following the groups further, the Lasting Benefits Study demonstrated that the positive effects persisted into grades 4, 5, 6, and 7, so that students who had originally been enrolled in smaller classes continued to perform better than their grademates who had started in larger classes. In the first two years of Project STAR, the gains of the minority students (primarily African Americans) were twice as great as those of the majority students; in subsequent years, however, they settled back to about the same gain as the rest. The presence of teachers’ aides during Project STAR, though beneficial, did not produce improvements comparable to the effect of the reduction in class size, nor did their presence seem to have as much lasting benefit after third grade.

Is reducing class size the best, most cost-effective, reform? The Tennessee study does not prove that. Some experts, such as Robert E. Slavin, codirector of Johns Hopkins University’s Center for Research on the Education of Students Placed at Risk, focus on style of teaching and teacher quality as more important. But the valid data needed to assess and compare many alternative strategies simply don’t exist. For example, we do not have strong evidence about the effectiveness (if any) of the widely used, but much debated, procedure of tracking (breaking classes into groups of comparable attainments).

What we do know from the Tennessee study is that this kind of investment  does  have a beneficial result. After reviewing the Project STAR findings, Tennessee policymakers asked themselves where it would be most effective to introduce this intervention. They decided to implement the small-class program in the 17 school districts where the children seemed most at risk of falling behind—those districts with the lowest per-capita incomes. This change meant decreasing class size in only 4 percent of the classrooms in the state. The results of the first three years of this program, called Project Challenge, have been encouraging. Thanks to the smaller classes, the children from these districts are performing better on both standardized and curriculum-oriented tests than pupils from the same districts in earlier years. Indeed, their end-of-year performance has raised their district ranking in arithmetic and reading from far  below  the state average for all districts to  above  average.

What we also know from the Tennessee study is that we need more experiments of comparable quality to guide intelligent, effective policymaking for such a huge and vitally important enterprise as education. It seems strange that, after almost a century of educational research, we should be arguing about the outcome of one substantial controlled experiment concerning one classroom feature. I envision collections of districts or states joining together to design studies of mutual interest, just as medical institutions now routinely join together to carry out cooperative randomized clinical trials. The medical and health-care communities have come to expect this. The education community should expect no less.

You might also like

A Shakespearean Romance

Fifty Years with The Riverside Shakespeare

Climate-Solutions Investments Exceed 1 Percent of Endowment Assets

Harvard Management Company’s fourth annual climate report

Civil Discourse and Institutional Neutrality Task Forces

Two Harvard working groups assess constructive dialogue, institutional voice

Most popular

Post-COVID Learning Losses

Children face potentially permanent setbacks

Harvard College Admits Class of 2028

A smaller undergraduate applicant cohort—the first since Supreme Court ended affirmative action 

The World’s Costliest Health Care

Administrative costs, greed, overutilization—can these drivers of U.S. medical costs be curbed?

More to explore

Winthrop Bell

Brief life of a philosopher and spy: 1884-1965

Capturing the American South

Photographs at the Addison Gallery of American Art 

The Happy Warrior Redux

Hubert Humphrey’s liberalism reconsidered

• Office of the Dean
• Vision, Mission & Values
• Diversity & Inclusion
• Communications Hub
• Our Facilities
• Trailblazers
• Accreditation
• Campus Crime Statistics
• Privacy & Security
• Why William & Mary
• Our Students
• Undergraduate Teacher Education Programs
• Graduate Programs
• International
• Financial Aid, Scholarships, Assistantships
• Non-degree Seeking
• Curriculum & Instruction
• Educational Policy, Planning & Leadership
• School Psychology & Counselor Education
• Online Programs
• Academic Calendar
• Academic Policies
• Course Listing
• Forms & Publications
• Office of Teacher Education
• Registration
• Faculty Listing
• Staff Listing
• Office of Research
• Applying for Grants
• Funding Opportunities
• Faculty Development Resources
• Centers and Projects
• Student Resources
• Research Brown Bags
• Centers, Institutes & Projects
• Request Info

School of Education

• Center for Gifted Education
• Completed Research
• Project STAR

Project STAR Research

Following the development of Project STAR performance tasks protocol in 1996 and the first follow-up study with Project STAR performance task-identified students in 2002, The Center for Gifted Education at the College of William and Mary has just completed a two year research study with Project STAR identified students (the second follow-up study) in 2005. The purpose of this recent study is to analyze Project STAR student identification and performance patterns longitudinally and to study prototypical characteristics of gifted learners of five research prototypes (i.e., low income African American students, low income minority students, low income White students, high nonverbal, low verbal students, and twice-exceptional students) through in-depth interviews.

Based on an analysis of six year's identification profiles:

• Performance task protocols identify more students from low income and African American backgrounds than traditional aptitude and achievement measures.
• Project STAR protocols appear to be identifying more students with uneven profiles with respect to verbal or nonverbal strengths.
• More students from low income minority backgrounds in this study qualified through nonverbal measures than verbal measures.
• Traditionally identified students outperformed performance task-identified students on state assessment test in English language arts and mathematics; however, the differences lacked educational significance (i.e., small effect size).
• Students with uneven identification profiles had achievement pattern consistent with their identification strength dimensions.

Based on an analysis of 37 vignettes of students under five research prototypes:

• Identification and participation gifted programs strengthened students' self-esteem, confidence
• Gifted learners of disadvantaged background tended to be strong-willed, looking forward to a better future via gifted program participation.
• These students, regardless of prototype classification, have clear preference toward one or more subjects.
• These students, more than their parents and teachers, tended to be sensitive to affective and social issues in their school lives.
• Overall, the benefits of identification and programming far outweighed negative consequences of such interventions in the lives of all of these students.

Williamsburg, VA

• Faculty & Staff
• Community Engagement
• Prospective Students
• Current Students
• Alumni & Friends

UCF Faculty Tackle Shortage of School-Based Mental Health Providers

Over the next five years, a U.S. Department of Education grant will help facilitate the placement of more than 200 counseling and school psychology graduate students in local high-need schools.

By Danielle Hendrix ’15 | October 24, 2023

The nation’s ongoing school counselor shortage means some schools might only have one counselor, while others either have none or must share resources with other schools. It’s an issue in which UCF’s Department of Counselor Education and School Psychology is actively intervening via the Systemic School Treatment and Response Project (known as Project STAR) — and now, it’s Project STAR’s time to shine. The school is located in the College of Community Innovation and Education .

Project STAR is funded by a Mental Health Service Professional Demonstration grant through the U.S. Department of Education. The five-year, $5 million grant is intended to support the training of school-based mental health service providers for employment in schools and local educational agencies.

UCF’s counselor education program has partnered with 13 Florida school districts to accomplish this goal and address the ongoing shortage of mental health counselors in schools, especially those considered high need. According to data from U.S. News & World Report, the districts serve student populations comprised of 40% to 80% racial or ethnic minorities. Additionally, between 24.2% and 53.4% of the students served are considered economically disadvantaged.

With a growing need to mitigate the negative impacts of mental health crises comes an increasing demand for more counselors — and therefore a greater strain on the supply. The American School Counselor Association recommends a ratio of one counselor per 250 students; Florida currently has one per 434 students.

“It can be tough to increase the number of school counselors and mental health service providers going into schools when you see burnout and high turnover rates,” says Viki Kelchner , associate professor of counselor education and co-principal investigator of the project. “School counselors are also holding space for the families, and even now more than ever, they’re also holding space for teachers, faculty and staff. The number of people needing them is growing and growing, but the number of providers going in the field is not. Training our students to learn how to connect and partner with schools is so important.”

That’s where programs like Project STAR come to shine. Melissa Zeligman , associate professor of counselor education and principal investigator of the project, credits department chair Oliver Edwards with suggesting the grant as a good fit with the work they are already doing.

“The Department of Education has been prioritizing and committing to addressing mental health with students,” Zeligman says. “We were in a great place to answer that call because we have students who are well-qualified to work with young children. We see the impact that providing counselor training and much-needed mental health services has on our students and on the children we serve. Being in the schools highlights the importance of all entities working together for one common goal of addressing the needs of the whole child and the whole family.”

Project STAR kicked off this fall, and over the span of the next five years, it will address the counselor shortage through a three-pronged approach. The first objective is increasing the number of counseling providers in high-need schools. The project aims to place 220 unduplicated, highly trained counseling and school psychology graduate students in school-based mental health practicums and/or internship experiences. The second involves increasing the number of mental health service providers from diverse backgrounds, and the third aims to provide evidence-based training and inclusive pedagogy in school-based mental health services.

“Students who historically have been underserved have so many barriers to any kind of services in general, so we want to break down those barriers and provide students in these communities with the mental health services that they not only need but also deserve — and free of charge,” Kelchner says. “If we want to change things systemically and help people flourish, we need to start in the schools with students to meet their social, emotional and academic needs so that they can be independent, healthy, strong members of society.”

The first cohort consists of 13 paid interns and 18 students in practicum. Students in practicums spend one day a week in the schools, where they complete three hours of clinical work by seeing three clients back-to-back. Upon completing the practicum, some students will move into the more intensive internship experience, during which they will be in the schools full-time. Interns receive a stipend and tuition reimbursement for their internship credit hours through Project STAR funding. They’ll also receive reimbursement for travel and conference registration fees, along with free fingerprinting. In return, the interns are expected to serve in a high-need school district for one year following graduation.

“For most of them, that was the plan all along, so this helps encourage our students to continue to serve within high-need schools,” Zeligman says.

All counseling and school psychology students involved in Project STAR will be receiving evidence-based training pertinent to issues seen in schools today, including trauma and crisis intervention, school safety and cultural diversity. They’ll also be trained on multi-tiered systems of support to prepare them for intervening with the students they serve at various levels.

To measure the progress of both counseling and school psychology students and the students whom they are serving, Zeligman and her team will be measuring various factors of the school climate to determine any impact on detention, suspensions, truancy and absenteeism. Counseling and school psychology students will also document their growth by maintaining a log of the services they provide throughout their practicum and internship experiences to ensure the trainings they receive are effective.

“I think sometimes people just don’t fully understand what school counselors are doing, and the reality is that they’re doing this important work in the schools where there’s such a high need,” Zeligman says. “I also think our diverse student body at UCF and our designation as a Hispanic-Serving Institution makes us well-positioned to help represent and serve the students within these communities.”

UCF’s contributors include the following faculty members and co-principal investigators: Oliver Edwards, professor of school psychology and chair of the Department of Counselor Education and School Psychology; Stacy Van Horn, senior lecturer of counselor education; J. Richelle Joe, associate professor of counselor education; Ann Shillingford, associate professor of counselor education; and K. Dayle Jones, associate professor of counselor education. Visiting lecturer Sarah Lawson serves as a consultant with the project.

Researcher Credentials

Kelchner is an associate professor of counselor education in the College of Community Innovation and Education’s Department of Counselor Education and School Psychology. She received her doctorate in counselor education and supervision from the University of South Florida. Her research focuses on supporting high-need youth and families, including those with unique abilities, through school-based family services and intervention programs.

Zeligman is an associate professor of counselor education in the college’s Department of Counselor Education and School Psychology. She received her doctorate in counselor education from UCF. Her research focuses on trauma work, including the experience of post-traumatic growth, the experiences of clients living with HIV/AIDS and other chronic illnesses, and clinical skill development for counselors-in-training.

More Topics

Pegasus magazine.

Founded to help fuel talent for the nearby space industry , UCF continues to build its reputation as SpaceU. Here's a look at the early days of UCF's space ties and journey to new frontiers.

Project STARFISH

• Assign a Menu

Sex Trafficking Awareness For Individual Strength and Hope (STARFISH) School Prevention Project

Interested in teaching about sex trafficking prevention in your classroom or school? We’ve created specific lesson plans for several areas of study, as well as ideas for class and school-wide awareness activities. Here’s how to get started.

Get Started

How It Works

Our mission.

This website is designed to help teachers and school administrators integrate awareness about sex trafficking into school activities and classrooms.

Case Studies

Sex trafficking affects people from many different walks of life. The STARFISH case studies were crafted to help illustrate just how prevalent this crisis can be.

Zach Edey NBA mock draft, scouting report: When will Purdue star be picked in 2024 NBA Draft?

Purdue basketball has college basketball's biggest and brightest star, and that star is Zach Edey .

The center's accolades are quickly filling up his trophy case as he and Purdue seek something that has eluded him and the Boilermakers: a national championship. With Purdue making its first Final Four appearance since 1980 , the Boilermakers are hoping to win their first ever national championship. Their only appearance at this stage came in 1969, when John Wooden's UCLA juggernaut defeated Purdue.

REQUIRED READING: Once driven by self doubt, Purdue basketball's Braden Smith makes opponents doubt themselves

Start the day smarter. Get all the news you need in your inbox each morning.

Questions do abound around Edey as basketball fans begin to project out his NBA future. Specifically: How well will a player with his skillset fare at the next level? Listed at 7-foot-4 and 285 pounds, Edey has attempted just two 3-pointers in his college basketball career, a number that in conjunction with his size has caused some to blanch at his NBA prospects in an up-tempo league. However, his deftness in the post and impressive scoring ability have kept him on draft boards.

Edey matched up well against NC State's DJ Burns, scoring 20 points and hauling in four rebounds. In fact, it was Ben Middlebrooks giving him more trouble inside, as the Wolfpack center stripped Edey several times in the post. Now, UConn's Donovan Clingan will present Edey's toughest test yet. Part of what has allowed Edey to be so utterly dominant at the college level is his physicality. Clingan will put that physicality to the test.

If Edey plays well against UConn on Monday, it could start to allay some concerns about college basketball's best player. Ultimately, Edey is largely projected as a late-first round, early second round pick.

Here's a look at where Edey is expected to go in the 2024 NBA Draft.

Zach Edey NBA Mock Draft

• USA Today Sports' Jeff Zilgitt and Scooby Axson (as of March 20):   No. 26  to the Washington Wizards
• Bleacher Reports' Jonathan Wasserman (as of April 3):  No. 25  to the Milwaukee Bucks
• The Athletic's Sam Vecenie (as of Feb. 20): No. 30 to the Boston Celtics

The cautionary tale of the big who dominates in college is as old as NBA punditry itself. There's Ohio State's Greg Oden, whose career was derailed by injuries; Michael Olowokandi, who helped to put the University of the Pacific on the map but also dealt with injuries; and, more recently, Arizona's Deandre Ayton (of whom it isn't fair to call a "bust" in the traditional sense, but who also has not lived up to his potential at Arizona).

While in a perfect world Edey would be evaluated in a vacuum, it's hard to miss out on the fact that centers who don't display otherworldly athleticism — a la Joel Embiid — or have an inimitable suite of tools — a la Nikola Jokic — can find it hard to stand out in the NBA. So, while Edey's production in college will be tantalizing to NBA teams, there will be red flags that may push him further down teams' boards.

Zach Edey NBA scouting report

Zillgitt and Axson sum up the flags around Edey simply :

"Edey is a bear to defend in the low post, and he may just win the college player of the year award. But in the NBA, is he mobile enough, especially defensively, to keep up with style and pace?"

Despite all of the talk about Edey's size, however, he has been trending up. Even with the cautionary tale of the college big man hanging over him, the discourse around Edey has gotten more and more robust as he has continued to dominate. As Bleacher Report's Wasserman wrote, via NBA.com:

"He’s been dominant without showing anything. Opponents have had no answer for his drop steps into the lane and jump hooks, and nobody has had the strength or height to regularly keep him from catching and finishing off rolls or positioning himself for putbacks.

" Edey has been disruptive in rim protection as well, contesting shots without fouling and altering penetrating guards’ decisions in the lane.

" Scouts remain hopeful for a Purdue championship game against Connecticut and Donovan Clingan, who may be the only prospect capable of physically matching up."

Wasserman did go on to note that fit will ultimately matter for Edey, who is surrounded by cutters and shooters at Purdue. He'll likely need something similar at the next level.

REQUIRED READING; A dented chair in Brandon Brantley's office a testament to Zach Edey's off-court work ethic

Zach Edey stats

• Career: 18.1 points per game (62.1% shooting), 9.6 rebounds per game, 1.4 assists per game, 1.7 blocks per game
• 2023-24 season: 24.9 points per game (62.5% shooting), 12.2 rebounds per game, 2.1 assists per game, 2.2 blocks per game

Edey somewhat shocked the world by returning for the 2023-24 season after Purdue's early exit from last year's NCAA Tournament. He has done nothing to hurt his stock since, averaging career highs in points, assists and blocks while missing his career-best for rebounds by 0.7 per game.

He has proven to be unguardable in each of the past two seasons as a fixture of the Purdue rotation. That has continued in March Madness, where in five NCAA Tournament games he is averaging 28 points on 15.6 shots per game (65.4% from the field), 15.4 rebounds, and 1.8 blocks.

This article originally appeared on Indianapolis Star: Zach Edey NBA mock draft, scouting report: When will Purdue star be picked in 2024 NBA Draft?

Turn Your Curiosity Into Discovery

Latest facts.

Approach for Using 5 Tips To Help You Write Your Dissertation

Dmitry Doev Projects as CEO of VIS Group Doev Dmitry Vitalievich

40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Was this page helpful?

Our commitment to delivering trustworthy and engaging content is at the heart of what we do. Each fact on our site is contributed by real users like you, bringing a wealth of diverse insights and information. To ensure the highest standards of accuracy and reliability, our dedicated editors meticulously review each submission. This process guarantees that the facts we share are not only fascinating but also credible. Trust in our commitment to quality and authenticity as you explore and learn with us.

Share this Fact:

• Phone: +90 (212) 875 19 08
• E-Mail: [email protected]

• Company Profile
• Company Policy
• Mission and Vision
• Certificates
• Aluminium Windows
• Aluminium Doors
• Aluminium Sliding Elements
• Aluminium Curtain Walls
• Aluminium Skylight Elements
• Aluminium Frames for Safety and Security
• Aluminium Conservatories
• Metal Panel Sheet Claddings
• Aluminium Entrance Frames
• Glass Structures
• Complementary Items
• Lightweight Steel Structures
• Human Resources OPEN

Project Description

Project name:, year of construction:, completed work items:.

• Bahasa Indonesia
• Slovenščina
• Science & Tech
• Russian Kitchen

Why were so many metro stations in Moscow renamed?

Okhotny Ryad station in Soviet times and today.

The Moscow metro system has 275 stations, and 28 of them have been renamed at some point or other—and several times in some cases. Most of these are the oldest stations, which opened in 1935.

The politics of place names

The first station to change its name was Ulitsa Kominterna (Comintern Street). The Comintern was an international communist organization that ceased to exist in 1943, and after the war Moscow authorities decided to call the street named after it something else. In 1946, the station was renamed Kalininskaya. Then for several days in 1990, the station was called Vozdvizhenka, before eventually settling on Aleksandrovsky Sad, which is what it is called today.

The banner on the entraince reads: "Kalininskaya station." Now it's Alexandrovsky Sad.

Until 1957, Kropotkinskaya station was called Dvorets Sovetov ( Palace of Soviets ). There were plans to build a monumental Stalinist high-rise on the site of the nearby Cathedral of Christ the Saviour , which had been demolished. However, the project never got off the ground, and after Stalin's death the station was named after Kropotkinskaya Street, which passes above it.

Dvorets Sovetov station, 1935. Letters on the entrance: "Metro after Kaganovich."

Of course, politics was the main reason for changing station names. Initially, the Moscow Metro itself was named after Lazar Kaganovich, Joseph Stalin’s right-hand man. Kaganovich supervised the construction of the first metro line and was in charge of drawing up a master plan for reconstructing Moscow as the "capital of the proletariat."

In 1955, under Nikita Khrushchev's rule and during the denunciation of Stalin's personality cult, the Moscow Metro was named in honor of Vladimir Lenin.

Kropotkinskaya station, our days. Letters on the entrance: "Metropolitan after Lenin."

New Metro stations that have been opened since the collapse of the Soviet Union simply say "Moscow Metro," although the metro's affiliation with Vladimir Lenin has never officially been dropped.

Zyablikovo station. On the entrance, there are no more signs that the metro is named after Lenin.

Stations that bore the names of Stalin's associates were also renamed under Khrushchev. Additionally, some stations were named after a neighborhood or street and if these underwent name changes, the stations themselves had to be renamed as well.

Until 1961 the Moscow Metro had a Stalinskaya station that was adorned by a five-meter statue of the supreme leader. It is now called Semyonovskaya station.

Left: Stalinskaya station. Right: Now it's Semyonovskaya.

The biggest wholesale renaming of stations took place in 1990, when Moscow’s government decided to get rid of Soviet names. Overnight, 11 metro stations named after revolutionaries were given new names. Shcherbakovskaya became Alekseyevskaya, Gorkovskaya became Tverskaya, Ploshchad Nogina became Kitay-Gorod and Kirovskaya turned into Chistye Prudy. This seriously confused passengers, to put it mildly, and some older Muscovites still call Lubyanka station Dzerzhinskaya for old times' sake.

At the same time, certain stations have held onto their Soviet names. Marksistskaya and Kropotkinskaya, for instance, although there were plans to rename them too at one point.

"I still sometimes mix up Teatralnaya and Tverskaya stations,” one Moscow resident recalls .

 “Both have been renamed and both start with a ‘T.’ Vykhino still grates on the ear and, when in 1991 on the last day of my final year at school, we went to Kitay-Gorod to go on the river cruise boats, my classmates couldn’t believe that a station with that name existed."

The city government submitted a station name change for public discussion for the first time in 2015. The station in question was Voykovskaya, whose name derives from the revolutionary figure Pyotr Voykov. In the end, city residents voted against the name change, evidently not out of any affection for Voykov personally, but mainly because that was the name they were used to.

What stations changed their name most frequently?

Some stations have changed names three times. Apart from the above-mentioned Aleksandrovsky Sad (Ulitsa Kominterna->Kalininskaya->Vozdvizhenka->Aleksandrovsky Sad), a similar fate befell Partizanskaya station in the east of Moscow. Opened in 1944, it initially bore the ridiculously long name Izmaylovsky PKiO im. Stalina (Izmaylovsky Park of Culture and Rest Named After Stalin). In 1947, the station was renamed and simplified for convenience to Izmaylovskaya. Then in 1963 it was renamed yet again—this time to Izmaylovsky Park, having "donated" its previous name to the next station on the line. And in 2005 it was rechristened Partizanskaya to mark the 60th anniversary of victory in World War II. 

Partizanskaya metro station, nowadays.

Another interesting story involves Alekseyevskaya metro station. This name was originally proposed for the station, which opened in 1958, since a village with this name had been located here. It was then decided to call the station Shcherbakovskaya in honor of Aleksandr Shcherbakov, a politician who had been an associate of Stalin. Nikita Khrushchev had strained relations with Shcherbakov, however, and when he got word of it literally a few days before the station opening the builders had to hastily change all the signs. It ended up with the concise and politically correct name of Mir (Peace).

The name Shcherbakovskaya was restored in 1966 after Khrushchev's fall from power. It then became Alekseyevskaya in 1990.

Alekseyevskaya metro station.

But the station that holds the record for the most name changes is Okhotny Ryad, which opened in 1935 on the site of a cluster of market shops. When the metro system was renamed in honor of Lenin in 1955, this station was renamed after Kaganovich by way of compensation. The name lasted just two years though because in 1957 Kaganovich fell out of favor with Khrushchev, and the previous name was returned. But in 1961 it was rechristened yet again, this time in honor of Prospekt Marksa, which had just been built nearby.

Okhotny Ryad station in 1954 and Prospekt Marksa in 1986.

In 1990, two historical street names—Teatralny Proyezd and Mokhovaya Street—were revived to replace Prospekt Marksa, and the station once again became Okhotny Ryad.

Okhotny Ryad in 2020.

If using any of Russia Beyond's content, partly or in full, always provide an active hyperlink to the original material.

to our newsletter!

Get the week's best stories straight to your inbox

• 7 things that the USSR unexpectedly put on WHEELS
• Why did the USSR build subway stations inside residential buildings? (PHOTOS)
• How Russian trains deal with winter

This website uses cookies. Click here to find out more.

• The Star ePaper
• Subscriptions
• Manage Profile
• Change Password
• Manage Logins
• Manage Subscription
• Transaction History
• Manage Billing Info
• Manage For You
• Manage Bookmarks
• Package & Pricing

Brunei and United Kingdom aiming to elevate ties and strengthen bilateral cooperation

Monday, 08 Apr 2024

Related News

Brunei announces changes to public service vacancies

Asean needs to continue to nurture a ‘resilient and dynamic financial ecosystem’, says brunei deputy minister, brunei court jails vietnamese man jailed eight months for pimping out countrywomen.

Brunei Minister of Foreign Affairs II Dato Seri Setia Awang Haji Erywan Mohd Yusof with Minister of State for the Indo-Pacific at the Foreign, Commonwealth and Development Office of the United Kingdom Anne-Marie Trevelyan and Secretary of State for Foreign, Commonwealth and Development Affairs David Cameron at the meeting in London. - Photo: Borneo Bulletin/ANN

BANDAR SERI BEGAWAN (Borneo Bulletin/ANN): Brunei and United Kingdom have delved into a wide array of bilateral issues, covering trade and economy, legal affairs, defence, security, maritime concerns, climate change, environmental protection, education and human rights.

In a recent meeting, Brunei Minister of Foreign Affairs II Dato Seri Setia Awang Haji Erywan Mohd Yusof and Minister of State for the Indo-Pacific at the Foreign, Commonwealth and Development Office of the United Kingdom Anne-Marie Trevelyan spoke on these issues.

They discussed these topics in London recently, co-chairing the third United Kingdom (UK) – Brunei Darussalam Strategic Dialogue to further promote and strengthen bilateral cooperation built on the foundations of the long-standing relations and special friendship between both countries.

The ministers convened to commemorate the 40th anniversary of diplomatic relations between the UK and the Sultanate.

The ministers emphasised the importance of upholding the principles enshrined in the United Nations Charter and the Commonwealth Charter, including respect for the sovereignty, independence, and territorial integrity of all nations.

An agreement discussed was the UK’s accession to the Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP), viewed as a mechanism to enhance the UK’s engagement in the Indo-Pacific region and foster prosperity among member nations.

Brunei Darussalam reiterated its commitment to ratifying the UK’s accession protocol to unlock mutual economic benefits.

Meanwhile, the ministers also engaged in discussions on regional and international issues, including recent developments in the Middle East/Gaza, Ukraine, the South China Sea and Myanmar. Both parties anticipated the next UK-Brunei Darussalam Strategic Dialogue scheduled for 2025 in Brunei Darussalam, initiated in November 2021.

Dato Seri Setia Awang Haji Erywan also engaged in bilateral discussions on the sidelines of the strategic dialogue with Secretary of State for Foreign, Commonwealth and Development Affairs David Cameron.

The discussions underscored the enduring nature of the relationship, emphasising the ties, government-to-government connections, as well as the close educational and people-to-people links between the two nations.

The defence partnership, exemplified by the hosting of British Forces, was highlighted for its contribution to regional security and prosperity. – Borneo Bulletin/ANN

Tags / Keywords: Brunei , UK , Elevate Ties

Found a mistake in this article?

Report it to us.

Thank you for your report!

Making AI solutions accessible to all

Next in aseanplus news.

Trending in AseanPlus

Air pollutant index, highest api readings, select state and location to view the latest api reading.

• Select Location

Source: Department of Environment, Malaysia

Others Also Read

Best viewed on Chrome browsers.

We would love to keep you posted on the latest promotion. Kindly fill the form below

Thank you for downloading.

We hope you enjoy this feature!