Although class size reductions are often proposed as a way to improve student learning, research does not indicate that smaller classes will necessarily produce improved student achievement. Class size effects on student learning vary by grade, pupil characteristics, subject area, teaching method, and other learning interventions. References…

Discusses national survey of high school teachers and parents of high school students. Finds that while teachers and parents associate small schools with certain positive effects such as low dropout rates and high parent involvement, educators planning to reduce school size must resolve several parent and teacher concerns such as class size. (PKP)

Describes several prominent early grades small-class-size projects and their effects on student achievement: Indiana's Project Prime Time, Tennessee's Project STAR (Student/Teacher Achievement Ratio), Wisconsin's SAGE (Student Achievement Guarantee in Education) Program, and the California class-size-reduction program. Lists several conclusions,…

California's K-3 Class Size Reduction Initiative (1996) called for a 20:1 student-teacher ratio. Passage of this initiative created an unexpected teacher shortage and presented California teacher-education faculties with several dilemmas having long-term implications. When districts hired uncertified student teachers on an emergency-permit basis,…

Questions positive effects of small classes on student achievement. Describes study using 1998 NAEP reading data to determine whether students in small classes do better than students in large classes. Finds that after controlling for several factors such as gender, students in small classes did no better in reading than students in large classes.…

Tennessee's Project STAR (Student Teacher Achievement Ratio) randomly assigned 7,000 K-3 students to small classes (13-17 pupils), regular classes (22-26 pupils), and regular-with-aide classes. Small classes ameliorate large schools' effects, reduce grade retention and discipline problems, benefit minority students substantially, allow students…

Reviews research that finds teachers assigned to smaller classes do not significantly alter the instructional methods they used in larger classes. (PKP)

Provides reasons why class size and school size are important school improvement ideas; highlights findings of selected research on class size and school size; relates personal teaching experience supporting benefits of both small classes and small schools; describes results of a study of an eight-teacher school-within-a-school in Chicago.…

Blaming unsatisfactory student achievement on the middle school concept is a case of mistaken identity. Too many middle schools have failed to fully implement the middle school concept. Based on statements from the Carnegie Council and the National Middle School Association, the middle school concept calls for improved academic achievement for all…