The Enduring Effects of Small Classes

Abstract

The purpose of this investigation was to extend our knowledge of the effects of small classes in the primary grades on pupils’ academic achievement. Three questions were addressed that have not been answered in previous research: (1) How large are the effects of small classes relative to the number of years students participate in those classes? (2) How much does any participation in small classes in K–3 affect performance in later grades when all classes are full-size? (3) How much does the duration of participation in small classes in K–3 affect the magnitude of the benefits in later grades (4, 6, and 8)? Rationales for expecting the continuing impacts of small classes were derived in the context of other educational interventions (for example, Head Start, Perry Preschool Project). The questions were answered using data from Tennessee's Project STAR, a statewide controlled experiment in which pupils were assigned at random to small classes, full-size classes, or classes with a full-time teaching assistant. Hierarchical linear models (HLMs) were employed because of the multilevel nature of the data; the magnitude of the small-class effect was expressed on several scales including “months of schooling.” The results for question (1) indicate that both the year in which a student first enters a small class and the number of years (s)he participates in a small class are important mediators of the benefits gained. The results for questions (2) and (3) indicate that starting early and continuing in small classes for at least three years are necessary to assure long-term carryover effects. Few immediate effects of participation in a class with a full-time teacher aide, and no long-term benefits, were found. The results are discussed in terms of implications for class-size reduction initiatives and further research questions.

Effects of School on the Well-Being of Children and Adolescents

“…The consensus is that, within the range of class size that is typical of most school systems, i.e., 25 to 30 pupils, class size makes little tangible difference (Bennett 1998;Goldstein et al 2000). However, very small classes, with, for example 8-15 pupils per teacher, may be beneficial to pupils with particular learning or emotional problems (Finn et al 2001;Goldstein et al 2000). Importantly, though, any benefits from reduced class size may only emerge if the teacher takes advantage of the opportunity to provide more individual attention to the pupils (Pianta 2006;Rutter and Maughan 2002).…”

Critical Values and Transforming Data: Teaching Statistics with Social Justice

“…If a college student thought about the average class size numbers in the promotional literature she may have seen from colleges during her senior year of high school, she may see this as a consumer issue. But class size can also be an equity issue if smaller classes yield higher achievement, if minorities are more likely to end up in larger classes, and if achievement gaps can be reduced more rapidly by putting underperforming minorities in smaller classes (Nye, Hedges and Konstantopoulos (2004);Finn, et. al (2001)).…”

The Effect of Multiple Intelligences Theory-Based Education on Academic Achievement: A Meta-Analytic Review

“…Therefore, this result may indicate that MIT-based instruction is more effective in classes where there are fewer students, or rather small populations. As the relevant literature was reviewed, a positive correlation was seen between classrooms with small student populations and students' academic achievement levels (e.g., Ferguson, 1991;Finn, Gerber, Achilles, & Boyd-Zahiras, 2001;Öğülmüş & Özdemir, 1995). Thus, by taking the sample sizes of classrooms into account, it seems possible to think that the academic achievement levels of students is higher in classrooms with smaller sample sizes than classrooms with larger ones.…”