This book synthesizes research evidence to demonstrate that 1) class size is strongly related to pupil achievement; 2) smaller classes are more conducive to improved pupil performance than larger classes; 3) smaller classes provide more opportunities to adapt learning programs to individual needs; 4) pupils in smaller classes have more interest in learning; and 5) teacher morale in smaller classes is better. The authors suggest that smaller classes improve pupil achievement because they allow teachers to spend more time with individual students, and smaller classes lead to increased student attention. The book includes papers by six authorities - Peggy Stinnett of the Oakland (California) Board of Education; Bernard McKenna, a spokesman for the National Education Association; Albert Quie, Governor of Minnesota; Pamela Morgan Noli, principal of Howard Elementary School in Madera, California; Dean Jamison of The World Bank; and David Hamilton of the University of Glasglow - who explore the policy implications of the data supporting smaller classes from the perspectives of costs, alternatives to reduced class size, staff development, parental involvement, and the involvement of other social agencies. (Author/MJL)