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ERIC Number: ED325826
Record Type: RIE
Publication Date: 1990
Pages: 7
Abstractor: N/A
Reference Count: N/A
The Effect of Class Size on Reading Achievement.
Goettler-Sopko, Sheree
Class size is a complex problem that depends on many factors. The central theme which runs through the current research literature is that academic achievement does not necessarily improve with the reduction of student/teacher ratio unless appropriate learning styles and effective teaching styles are utilized. It is also evident that no single class size is best for all grade levels and all subject areas. However, based on recent research studies, there is considerable agreement that (1) smaller class sizes seem to result in higher achievement among students who are economically disadvantaged; (2) students with lower academic ability seem to do better in smaller classes; (3) class size may affect student attitudes more significantly than it affects achievement; (4) a direct effect of large class size is to lower the morale and increase the stress of teachers; and (5) there is typically little to be gained from reductions in class size that do not bring class size below 30. (RS)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A