Saturday, April 10, 2010

Class Size

Elizabeth Bairner
Fundamentals of Curriculum
April 15, 2010
Dr. Jay Dugan

Class size is very important. There must be much research done to find the right fit for the school and culture. Most research claims that if smaller classes will be any help, there must be a balance between small classes and expenses (Resnick, 2003). Some argue that class size is a major contributor to improving student’s success. Others claim that the cost of lowering class size is too high. They believe money should be used on reforming and creating high standards, challenging curricula, hiring qualified teachers, and more support for teachers. They also argue that more classes could also cause less qualified teachers being hired because they will need to fill classrooms (Chen, 2008).
The cost of lower class size depends on how much reduction is needed, the area, and the specific teacher scale. Some argue money will be saved in the long run from less retention, reduced dropout rates, and higher adult earnings. One way to provide money would be to pull from unproductive interventions. For instance, Pull Out Replacement teachers or Title I teachers, can be expensive and might not have the same effect on achievement as shrinking class size. However, trying to reduce student/teacher ratio by placing a paraprofessional in the classroom, did not improve achievement or behavior. The pupil to teacher ratio is not synonymous to small class size. Reassigning staff to full time regular education classes could lower the cost of reducing size, with no additional cost to the district (Resnick, 2003).
In 1985, Charles Achilles, created STAR (Student/Teacher Achievement Ratio). This experiment is the major reason for the influx of schools trying to reduce class size. This study is the most credible because it was done on a large scale and was randomized by testing 76 schools and 42 districts. It was a controlled study that used 13-17 students as opposed to the 23-26 students that were in class typically. The students in the smaller classes showed statistically significant improvements in reading and math. It was also found that the children that started in smaller classes found greater improvement than those that had started in large classes and went on to smaller classes. Because of STAR, other studies were done. One study was SAGE (Student Achievement Guarantee in Education). This study found similar results. Since it was completed in a different state, it reinforced findings among various ethnicities, as well. It also found that the impact is greater for low income students (Resnick, 2003). Students that benefit the most from smaller classes, need the most help. Minorities and economically disadvantaged students, made twice as many gains as other students. Alan Krueger, from Princeton, estimated that reducing class size in the early grades can reduce the Achievement Gap by 38% (“Class Size Matters,” n.d.).
Recent analysis points to less teenagers becoming parents if they were in smaller classes early on. Researchers in WI, NY, and CA, found that reducing class size leads to more parent volunteers and more parental involvement overall. Teachers say this is because they get to know the parents better and can keep the communication lines open more often (“Class size matters,” n.d.). It is also believed that behavior of both teachers and students change according to size. Teachers pay closer attention to each student, and therefore, they are under greater pressure to participate. The student then pays closer attention to learning and disruptive/off-task behavior decreases (Resnick, 2003). In East Harlem, New York, a principal reported a 60% decrease in discipline referrals because of a decrease in class size (“Class size matters,” n.d.).
Some researchers argue that there is no magic number; they do agree that smaller is better. Some say rather than basing lower class size on exact numbers, there should be a linear basis. In the SAGE study, test scores decreased in all academic areas for each student added above 15 in the early grades, and analysis in Europe found that there was a decline in reading, math, and science for high school classes with classes in excess of 25 students (“Is there a threshold effect in reducing class size?,” n.d.). STAR results found that certain teaching practices and characteristics were very helpful in effective small classes. These included: interactive, organized/concerned lessons, high expectations, involved with parents/love of children, and enthusiastic/patient. Communication with parents was improved when teachers: established effective communication in the home, involved the family in the education of the student, teach parents how to teach the student, and make home visits (“Project STAR fact sheet,” n.d.).

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