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Does Class Size Affect Student Achievement?

YES NO
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.

Short Term Effects of Small Classes (STAR) Discussion: (Christopher Jepsen)


 Improved test outcomes  Reducing class size is a very
 Improved school engagement expensive policy reform relative to
 Reduced grade retention other reforms, which may also
 Greater benefits for poor, minority, provide better value
and male students  Research suggests that costs of
reducing class size are more likely
to exceed the benefits and that
other education policies, such as
tutoring, early childhood
programs, or improving teacher
quality, would be better
investments.
Long Term Effects of Small Classes (STAR) Discussion: (Christopher Jepsen)
 Taking college entrance  Because most studies focus on
examinations- students were more elementary schools, much less is
likely to take the SAT and ACT known about the relationship
resulting in a reduced Black-White between class size and student
gap in college entrance test achievement in secondary schools
taking by 54%  Not enough data to support lower
 Graduating from high school- rates class sizes affect positively affect
were higher with each additional student achievement
year of small class participation.
Combination of all students, the
effects of attending small-classes
for four years increased the odds
of graduation by 80%.
 Taking advanced course work in
high school- small class
participation (for three or more
years) had a significant positive
impact on the amount of foreign
language courses taken, and the
highest levels taken in foreign
languages and mathematics.
Why Small Classes Work (STAR) Discussion: (Christopher Jepsen)
 Learning  Reducing class size in many
A. Task induction schools in developing countries is
B. Participation and engagement unlikely to improve achievement
C. Time on task increases as these schools have more
D. Mastery of basic skills fundamental challenges, such as
E. Appropriate use of homework high teacher absenteeism
F. Developmentally appropriate  Most studies that have been
activities conducted were in the United
G. Early intervention States and Europe
H. Opportunity to learn
 Teaching
A. Teaching to mastery
B. Immediate reinforcement
C. Early diagnosis and
remediation of learning
difficulties
D. Individual accommodations
(I.E.P)
E. Effective teaching methods
F. Portfolios, running records, etc.
G. Opportunity to teach
 Classroom/Contexts
A. Classroom environment (air
quality, space, crowding,
noise)
B. Variable room arrangement
C. Inclusion, special needs
D. Mixed ability groupings
 Other Benefits
A. Parent involvement
B. Reduced grade retention/drop
out
C. Increased teacher/student
morale and energy
D. Teacher accountability and
responsibility
E. No “Pull outs” intensity (all day,
each day)
F. Psychological sense of
community
University of Cambria (Paola, Ponzo, University of Cambria (Paola, Ponzo,
Scoppa) Scoppa)
 1088 Freshman Students  1088 Freshman Students
 Students took an entry test in  Students took an entry test in
mathematics and language arts mathematics and language arts
 2008-2009  2008-2009
Larger classes determining a significant Larger classes did not seem to be
and sizeable negative effect on student relevant for student achievement in
performance in mathematics. (Paola, language arts performance. (Paola,
Ponzo, Scoppa) Ponzo, Scoppa)
North Carolina Education Research Data
Center (NCERDC)
 Examined fourth and fifth graders
from 2001-2004.
 Three questions:
A. Are elementary school students
systematically sorted into
classes based on abilities or
socio-demographic attributes
in a way that is related to class
size?
B. Can the use of detailed
student- and classroom-level
data to control for the non-
random assignment of students
to classes improve the
estimation of class size effects?
C. How does class size influence
the distribution of student
achievement within a
classroom?
Teachers can use part of the additional
time per student (due to small class size)
to pursue a tighter distribution of
achievement. (NCERDC)
Smaller class sizes raise average
attainment and help close achievement
gaps.
References

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

Koonce, G. L. (2017). Taking Sides Clashing Views on Educational Issues.


McGraw-Hill College.
I believe that smaller class sizes have a positive effect on student
achievement. I believe that the STAR test that was conducted in 1985-1989 is a
trustworthy test that examines the benefits of smaller class sizes. While
researching this topic, I took my own experiences into account. For instance, my
class size in the 2016-17 school year was 22 students, whereas I have 18 students
this school year. I have felt a difference in the ability to establish deeper
relationships with my students. I can identify needs and abilities quicker and
make accommodations for all my students. The technology that is in my
classroom, is easily available for my 18 students, whereas last year, I did not have
enough technology devices to support 22 students.

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.

In closing, I think my personal experiences speak very closely to my


opinion of supporting smaller class sizes and the benefits that they can have not
only academically but also social/emotionally and physically.

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