Class size reduction has been discussed for many years, but recently, with the passage of NCLB in 2000, this initiative has become even more of a priority (Education Week). While many educators and professionals believe that decreasing class size is of great importance, others believe that reducing class size involves more negative outcomes than benefits. The positive outcomes of reducing class size include: lower retention rates, increases in students’ grades, higher wages when students enter the workforce, and an increase in the amount of students attending college. The negative consequences of class size reduction include: requiring teachers to learn how to educate students differently, the high cost involved in creating smaller classes, and the lack of space in the school building for more classrooms.
There are many positive outcomes for students who are educated in classrooms with fewer students. These students are more likely to earn more in adulthood, have a 401K, and are more likely in general to stay in school and continue on to a college education (Education Week). Additionally, students in smaller classes are less likely to be retained and are more likely to earn higher grades (GreatSchools). One particular study, the STAR experiment, which was implemented in Tennessee, found that reducing the class size by about 7 students led to an increase in students’ achievement by about 3 months beyond their peers and this success was still significant four years later (Whitehurst, 2011). The gains in smaller classes have the most impact on poor and African American students (Education Week). Since there exists an achievement gap that puts African American and poor students at the bottom as compared to other students, perhaps reducing class size could help reduce this deficit.
While there are many positive outcomes of reducing class size, there are also negative consequences. Since teachers have become accustomed to teaching larger classes, they have developed more of a lecture style of teaching. When class sizes are reduced, teachers will have to change the way they teach and provide more individual attention and interaction (Education Week). This could entail more professional development courses for both administrators and teachers, which not only cost money, but take time away from instruction. In general, reducing class size costs money and takes funding away from other educational needs (Education Week, Great Schools). However, some researchers believe that this reduction is cost-effective because of the gains in wages later in students’ lives (Education Week). Additionally, when lowering class size, districts would be required to hire more teachers to teach more classes, which could result in hiring underqualified teachers in order to save the district money (Education Week). One study found that while smaller classes are beneficial, the effectiveness of the teacher matters more than how large the class is (Rotherman, 2011). While there may not be enough teachers, there may also not be enough space in the building for classrooms, which results in students learning in closets (Education Week). Finally, while class size is seen as important in America, with an average of 25 students per class, other high-achieving countries have larger class sizes. For example, Japan has a class size average of 33 and South Korea has 36 students on average per class. Perhaps, according to these researchers, it may be more effective to expand the school day or year than to reduce class size.
Overall, while class size reduction has some proven benefits, there are also some negative consequences. Even though educational gains from smaller class sizes extend into adulthood, the cost of implementing these programs may outweigh these gains. Ultimately, more research is needed on the topic in order to investigate whether the positives outweigh the negatives.
References
Class Size. Education Week. Retrieved from http://www.edweek.org/ew/issues/class-size/
How important is class size?. GreatSchools. Retrieved from http://www.greatschools.org/find-a-school/defining-your-ideal/174-class-size.gs
Rotherman, A.J. (2011). Time Magazine. Retrieved from http://www.time.com/time/nation/article/0,8599,2056571,00.html
Whitehurst, G.J., Chingos, M.M. (2011). Class size: What research says and what it means for state policy. Brookings. Retrieved from http://www.brookings.edu/papers/2011/0511_class_size_whitehurst_chingos.aspx
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