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ERIC Number: ED475012
Record Type: RIE
Publication Date: 2003-Feb-25
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
How Class Size Makes a Difference: What the Research Says. The Impact of Class-Size Reduction (CSR).
Achilles, C. M.
Class size in elementary grades has taken on added importance recently. Research on the topic is finally getting some attention. Legislative and administrative actions to reduce deficits are pushing for larger class sizes, in addition to eliminating nonessential curricular activities, such as music, drama, and art. In Florida, various institutions are acting in opposition to small class sizes in ways that suggest willful political and administrative ignorance and incompetence. Research on class size reduction (CSR), such as the Student Teacher Achievement Ratio (STAR) program, have demonstrated that smaller class sizes improve students' academic achievement, improve their behavior and discipline both in the classroom and outside of school, improve their citizenship and participation/engagement in and outside of school, and enhance their development into productive, humane, and responsible persons who can contribute to society. Small classes are also an incentive to attract and keep teachers in teaching. Research-based recommendations are included the can guide educators' decision-making as they implement class-size changes. Appendix A briefly explains the differences between pupil-teacher ratio (PTR) and class size. (Contains 65 references and 8 tables.) (RT)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the SERVE Research and Policy Symposium on Class-Size Reduction and Beyond (Raleigh, NC, February 24, 2003).