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STAR (Tennessee Student Teacher Discussion (Christopher Jepsen)
Achievement Ratio: Several high-quality studies find no
Large-scale, randomized, relationship between class size and
longitudinal experiment student achievement
conducted 1985-1989. Often, the “small-class” sizes result
Was conducted daily for up to 4 in intentional groupings, such as
consecutive years. special education students
Pupils within 79 schools (enrollment intentionally grouped in smaller
around 7,000 each year) were classes.
randomly assigned the following
classes:
A. Small classes (15-17 students)
B. Regular classes (22-25 students)
C. Regular classes with a full-time
aide (22-25 students)
Cognitive outcomes were
measured by norm-referenced
tests and criterion-referenced test
aligned to state standards.
Non-cognitive outcomes were also
assessed.
Small classes (15-17 pupils) in K-3
provides short and long term
benefits for students, teachers,
and society.
Poor students, minority students,
and male students reap extra
benefits in terms of improved test
outcomes, school engagement,
and reduced grade retention and
drop out rates.
Bosworth, R. (2014). Class size, class composition, and the distribution of student
achievement. Education Economics, 22(2), 141-165.
doi:10.1080/09645292.2011.568698
De Paola, M., Ponzo, M., & Scoppa, V. (2013). Class size effects on student
achievement: heterogeneity across abilities and fields. Education
Economics, 21(2), 135-153. doi:10.1080/09645292.2010.511811
While, I haven’t seen a drastic change in test scores, I have seen a large
difference in the community that my class has established. Students truly care
about one another and want to see their peers succeed. One of my favorite
benefits of having a smaller class, is that my students can spread themselves out
during independent work time to establish a quiet area to do their best work.
There are a plethora of benefits of having smaller class sizes, but I do think
it’s important to note that there is a lot of skepticism based on the research that
has been conducted due to many factors. Some of these factors include but
are not limited to, enforcing small-class sizes are sometimes intentionally
grouped (all special education students, all ELL students, etc.) which does not
allow for an accurate view on small class sizes and student achievement; it is
also difficult to monitor and evaluate the long-term effects on students and their
achievement due to smaller class sizes.