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.

Does Class Size in First Grade Relate to Children's Academic and Social Performance or Observed Classroom Processes?

“…These profiles confirm our expectation that the social and instructional dynamics of the classroom environment and children's social adjustment and academic performance are related to the number of children in that setting. These results are consistent with work showing smaller classrooms to be associated with higher quality instruction (Blatchford, Goldstein, et al, 2002), higher achievement (Blatchford, 2003a; Finn et al, in press; Grissmer et al, 2000; Krueger, 1999; Molnar et al, 1999; Mosteller, 1995; Rivkin et al, 2000), and better social adjustment (Blatchford, 2003b). The present investigation is one of the first studies of U.S. classrooms to confirm the associations between class size and classroom process and social adjustment reported in studies of U.K. classrooms (Blatchford, Goldstein, et al, 2002; Blatchford, Moriarty, et al, 2002).…”

“…In fact, a number of local and statewide tax increases have been supported and implemented for the specific purpose of lowering class sizes, most often for classrooms in the early elementary grades (Class Size Reduction Research Consortium, 2001). By and large, the scientific rationale for this allocation of public funds rests on two implementations of lower class size initiatives, one in Wisconsin, the other in Tennessee, that were subsequently evaluated and resulted in conclusions that lower class size was related to improved child outcomes (Finn, Gerber, Achilles, & Boyd-Zacharias, in press; Krueger, 1999; Molnar et al, 1999; Mosteller, 1995). Analysis of standardized achievement test scores available from the National Assessment of Educational Progress (NAEP) also shows that across districts and states, there is evidence to suggest that lower class size is associated with higher student performance (Grissmer, Flanagan, Kawata, & Williamson, 2000).…”

Small Classes in the Early Grades, Academic Achievement, and Graduating From High School.

“…The outcomes of these efforts were highly consistent with STAR findings. For example, SAGE demonstrated greater effects for students at risk, with effect sizes similar to those reported for STAR (Finn et al, 2001). The weak results found in California were also consistent: The California evaluation focused on Grade 3 students, and the (significant) effect sizes were similar to those obtained in STAR for Grade 3 students who spent just 1 or 2 years in small classes (Finn et al, 2001).…”

“…All students returned to full-size classes in Grade 4 when the experiment ended. 4 Project STAR results have been published elsewhere (e.g., Achilles, 1999;Finn & Achilles, 1990;Finn, Gerber, Achilles, & Boyd-Zaharias, 2001;Word et al, 1990). Secondary analysts have confirmed the basic findings using a variety of statistical approaches (Goldstein & Blatchford, 1998;Hedges, Nye, & Konstantopoulos, 2000;Krueger, 1999).…”

“…Although the class-size experiment ended in Grade 3, 5 researchers continued to collect achievement test data on the STAR participants through Grade 8. Attending small classes in K-3 was significantly related to academic achievement in all grades (4–8) in all subject areas (Finn et al, 2001; Hedges, Nye, & Konstantopoulos, 1999). The analysis by Finn et al (2001) took advantage of the fact that some STAR participants attended small classes for 1, 2, or 3 years, as well as the full 4 years, and controlled for student race, socioeconomic status (SES), urbanicity, and movement into or out of STAR.…”