ERIC Number: ED154471
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Class Size. ACSA School Management Digest, Series 1, No. 12. ERIC/CEM Research Analysis Series, Number 39.
While the desirability of small classes seems an article of faith among educators, a review of the research indicates that class size in itself has rarely shown a substantial effect on educational achievement. The research itself has been flawed by the impossibility of determining or measuring all the variables that changes in class size can affect. It may also be true that the positive effects attributed to smaller classes are not translatable into testable outcomes. In the end, educational goals, instructional strategies, and related contextual matters may be most important in determining optimum class size. Smaller classes require greater staffing, which could help satisfy teacher associations in a time of declining enrollment, but they also raise costs. A weighting system that favors students needing extra attention may be one way of making class size policies flexible. (Author/PGD)
Descriptors: Academic Achievement, Class Size, Collective Bargaining, Declining Enrollment, Educational Policy, Educational Research, Elementary Secondary Education, Literature Reviews, Research Reviews (Publications), Small Classes, Student Teacher Ratio, Teacher Effectiveness
Association of California School Administrators; P.O. Box 39186, Rincon Annex, San Francisco, California 94130 ($1.75 for ACSA members; $2.75 nonmembers)
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Association of California School Administrators.; ERIC Clearinghouse on Educational Management, Eugene, OR.