Class Size

Patricia Quinn Benn
Curriculum Development
Dr. Jay Dugan
1 April 2009

Class Size - Position Paper #2

“If classrooms and schools are to be places where students’ personal and learning needs are met, they should be small.” – Patricia Wasley

Ask any teacher if he/she would prefer a small or large class size, more than likely one can assume that the preference would be small. Common sense tells us that small class sizes are the ideal for a number of reasons. However, this very topic has been a debate for years and will continue to be within the educational realm for years to come. Therefore, the question remains, does class size truly matter? Research suggests that it does, but only to an extent. While class size can allow for more one-on-one time and even decrease discipline problems within the classroom, it seems that class size is only really effective within the lower grade levels. A number of pilot programs have set out to test such theories, and the findings have been consistent across the board. While small class size is ideal for a teacher and student, the reality suggests that there are in fact disadvantages as well.

Since the advent of the Bush administration, school personnel and parents alike have been hearing the latest catch phrase: No Child Left Behind. While this encompasses many different facets of the educational field, many teachers indicate, “no child should be left behind in the learning process,” and suggest that smaller class sizes would help prevent such (Wasley 2002). When class numbers are high, any teacher can report that it is near impossible to dedicate one-on-one time with each student. Unfortunately, most teachers find themselves with “the rebellious and demanding students [who] demand most of their time,” while the quiet students slip through the cracks (Wasley 2002). Larger class sizes result in fewer opportunities for students to participate orally in class, and teachers are less likely to encourage higher level thinking (NCTE 1990). Teachers have been fighting for small class sizes for years. But, what are the advantages?
According to ERIC, some of the most obvious advantages include

1. small class size facilitates increased student/teacher interaction.
2. small class size allows for thorough evaluation of each student and assignment.
3. small class size provides greater flexibility in teaching strategies.
4. small class size reduces teacher work load and therefore allows for more time with.
students.
5. small class size allocates more time for teacher preparation.
6. small class size minimizes student discipline. (Ellis 1984)

All of these advantages relate to the idea of relational accountability that suggests that teachers and students in smaller classes “get to know each other, feel less anonymous, and learn to trust each other and work together,” (Scherer 2002). However, while this makes sense in theory, is there research out there that indicates that it is plausible?

Over the past twenty years, a number of schools across the US have embarked upon a journey in which they set out to answer the hot topic question, “Does smaller class size really matter?” Here are the findings:

Indiana – Prime Time Program, 1984
o looked at classes kindergarten through third grade
o reduced class size from 22 to about 18
o findings and results were mixed, and much of the data was inconclusive
Tennessee – Project STAR, 1985-1989
o smaller classes outperformed larger classes on standardized tests
o minority students of the smaller classes achieved success in later grades
o smaller percentage of students retained
Burke Co., North Carolina – 1990, 1995-1996
o smaller classes outperformed larger classes in reading and math
o teachers’ instructional time increased by 80%
Wisconsin – SAGE Program, 1996-1997
o smaller classes had better success with basic skills tests than larger
o achievement gap lessened between Caucasian and African American students (1999)

Overall, the program findings suggest that small class size is advantageous to both the students and the teachers. However, findings also indicate that there are some disadvantages and caveats to the small class size theory. First and foremost, smaller class sizes result in more money. With school budgets being cut everywhere, is there money, or even space, to supply more teachers to lower class size? Also, there is the idea of quality versus quantity. If smaller class sizes demand more teachers, school districts and parents alike are going to want the most qualified teachers for their classrooms – are there enough out there (Ellis 1984)?

Speaking to teachers, most of the research suggests that teachers of smaller classes do not vary instruction. While they are happier with their class situation and find that they have more time to spend with students and assignments, the actual instructional strategies do not change (Scherer 2002). Therefore, “reducing class size has little effect with an effective teacher” – in other words, an effective teacher will be effective regardless of number, large or small (Center for Public Education 2006).

Is there an answer to the class size debate? It seems that there are arguments on both sides, and while the arguments for smaller class sizes may be stronger, are teachers ever truly going to see a change in their classrooms? As with anything, much of the problem does come down to finances, and while the US economic status continues to decline and most people’s taxes continue to rise, teachers will have to be patient because it is unlikely that smaller class sizes will become a necessity any time soon.


Works Cited

(1990). Statement on class size and teacher workload: secondary. NCTE Guideline, Retrieved March 4, 2009, from
http://www.ncte.org/positions/statements/classsizesecondary.

(2009). Class size and student achievement. The Center for Public Education, Retrieved March 4, 2009, from
http://www.centerforpubliceducation.org/site/pp.aspx?c=kjJXJ5MPIwE&b=1533647.

(March 1999). Reducing class size, what do we know?. Archived Information, Retrieved March 4, 2009, from
http://www.ed.gov/pubs/ReducingClass/Class_size.html

Ellis, Thomas I. (1984). Class size. ERIC Clearinghouse on Educational Management, 11, Retrieved March 4, 2009,
from http://www.ericdisgests.org/pre-922/size.htm.

Scherer, Marge (2002).Perspectives/why think small?. Educational Leadership. 59, 5.

Wasley, Patricia A. (2002).Small classes, small schools: the time is now. Educational Leadership. 59, 6-10.