One of the most influential studies affecting educational policy is Glass and Smith's 1978 study, "Meta-Analysis of Research on the Relationship of Class-Size and Achievement." Since its publication, educational policymakers have referenced it frequently as the justification for reducing class size. While teachers and the public had long believed lowering class size would be advantageous, Glass and Smith gave the idea legitimacy. This article is a review and reanalysis of the Glass and Smith study. While this review maybe considered much too late, it does serve the purpose of re-evaluating a frequently cited study to either support or challenge various aspects of the original findings. To that end, the article is divided into six major parts. It begins with an overview of the Glass and Smith study for those who may not be familiar with the specifics. This is followed by a description of their findings and comments upon these by the author. The fifth section presents a reanalysis of their data. The article closes with observations and conclusions. (Contains 7 figures, 2 tables, and 15 endnotes.)