ERIC Number: ED419286
Record Type: RIE
Publication Date: 1997-Nov
Reference Count: N/A
Class Size, Academic Achievement and Public Policy.
Connections, v1 n1 Nov 1997
This report addresses some of the concerns surrounding smaller classes and looks at whether reduced class sizes result in higher achievement levels, and concludes that it in fact does increase student achievement, so long as classes do not exceed 17 students. But many critics question whether the high cost of reducing classes to 17 or fewer students justifies the results. Achievement and cost-efficient comparison are then made between small classes, a combination of methods such as one-to-one tutoring by certified teacher, peer tutoring, and cooperative learning. States, such as California, that have witnessed a decline in student scores, when compared to other states, are eager to implement changes to stop the slide in academic achievement. Research has shown that decreasing class sizes is not the most efficient way of improving achievement, but all approaches have cost implications. (RJM)
Descriptors: Academic Achievement, Class Size, Classroom Environment, Correlation, Elementary Secondary Education, Foreign Countries, Policy Formation, Public Policy, School Policy, Small Classes, Teacher Student Ratio
Canadian Education Association, 252 Bloor Street W., Suite 8-200, Toronto, Ontario M5S 1V5, Canada ($8, plus $1.40 shipping and handling, $2 on foreign orders).
Publication Type: Collected Works - Serials; Information Analyses
Education Level: N/A
Authoring Institution: Canadian Education Association, Toronto (Ontario).
Note: French language version also available.