This Information Capsule examines the background and history in addition to research findings pertaining to class size reduction (CSR). This Capsule concludes that although educational researchers have not definitively agreed upon the effectiveness of CSR, given its almost universal public appeal, there is little doubt it is here to stay in some…

Class size is one of the small number of variables in American K-12 education that are both thought to influence student learning and are subject to legislative action. Legislative mandates on maximum class size have been very popular at the state level. In recent decades, at least 24 states have mandated or incentivized class-size reduction…

This critique of two recent meta-analyses of class size research is unique among all previous studies and reports published by Educational Research Service. It was made necessary by two extraordinary reviews of class size research prepared by Gene V Glass and Mary Lee Smith and published by the Far West Laboratory for Educational Research and…

Using research to develop a solid educational foundation can accommodate diverse forces confronting educators, initiate systemic change, and help solve the pupil-teacher ratio (PTR)/class-size puzzle. Small K-3 classes are effective and can be efficient if changes are research-based and exploit class-size and PTR differences. (25 references) (MLH)

For years the issue of class size has been the subject of hundreds of educational research studies. The effects of class size on student achievement, student and teacher attitudes, instructional setting, and total classroom environment have been examined and re-examined. In general, the findings of these studies have been inconclusive, though for…

Reviews Tennessee's Project Student/Teacher Achievement Ratio (STAR) and puts the results in the context of other nonexperimental evidence about class size. Nonexperimental evidence does not support any achievement gains attributable to class-size reduction, and empirical evidence from STAR has design and implementation flaws that cast doubt on…

Examines the origins of Tennessee's Project Student/Teacher Achievement Ratio (STAR) and explores what it was about Tennessee in the mid-1980s that fostered the development of this experimental approach to class size. Highlights the connection between the research world and the political world that resulted in the STAR project. (SLD)

Reviews research into class size effects from a methodological viewpoint, concentrating on various strengths and weaknesses of randomized controlled trials (RCT) and observational studies. Discusses population definitions, causation, and generally sets out criteria for valid inferences from such studies. Illustrates with new findings from data in…

During 1999/2000, the Saginaw, Michigan public schools implemented a reduced class size program in grades 1 and 2. At grade 1 (23 rooms), reduced-size classes were maintained at no more than 18 pupils; at grade 2 (5 rooms), the limit was 21 pupils. Comparison classes were identified to assess the impact of the program. Students in both conditions…

"Smaller is better" is often the mantra of school leaders with regard to class size, while the benefits of smaller schools are ignored. Benefits of small classes seem obvious--teachers with fewer students could devote more time to each student. Conducted in 1985-89, Tennessee's Project STAR (Student/Teacher Achievement Ratio) found that…