Using data from previously completed research, the authors of this report attempted to examine the relationship between class size and measures of outcomes such as student attitudes and behavior, classroom processes and learning environment, and teacher satisfaction. The authors report that statistical integration of the existing research indicated that reduction in class size is associated with higher quality schooling and more positive attitudes. The meta-analysis procedure used by the authors revealed that small class size is associated with higher quality classroom environments, better student attitudes, and greater teacher satisfaction. Findings also indicated that class size effects are related to pupil age, with effects most noticeable for children 12 years and under and least apparent for pupils 18 or over. Tables of data are included in the report. A technical explanation of integrrative analysis is appended. (Author/MK)