ERIC Number: ED521218
Record Type: Non-Journal
Publication Date: 2011-Jun
Abstractor: As Provided
Reference Count: 16
Review of "Class Size: What Research Says and What It Means for State Policy"
Whitmore Schanzenbach, Diane
National Education Policy Center
"Class Size: What Research Says and What It Means for State Policy" argues that increasing average class size by one student will save about 2% of total education spending with negligible impact on academic achievement. It justifies this conclusion on the basis that Class-Size Reduction (CSR) is not particularly effective and is not as cost-effective as other reforms. However, this conclusion is based on a misleading review of the CSR research literature. The report puts too much emphasis on studies that are of poor quality or that do not focus on settings that are particularly relevant to the debate on class-size policy in the United States. It argues that class-size reduction is less cost-effective than other reform policies, but it bases this contention on an incomplete accounting of the benefits of smaller classes and an uncritical, unexamined list of alternative policies. The report's estimates of the potential cost savings are flawed as, in reality, schools cannot structurally reduce class size by only one student. Well-documented and long-term non-academic gains from CSR are not addressed. Likewise, the recommendation for releasing the "least effective" teachers assumes a valid way of making such determinations is available.
Descriptors: Class Size, State Regulation, State Standards, Cost Effectiveness, Literature Reviews, Change Strategies, Educational Change, Educational Policy, Evidence, Inferences, Research Reports, Theory Practice Relationship, Criticism, Academic Achievement
National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, Colorado 80309. Tel: 303-735-5290; e-mail: firstname.lastname@example.org; Web site: http://nepc.colorado.edu
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: University of Colorado at Boulder, National Education Policy Center
Identifiers - Location: United States