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ERIC Number: EJ830675
Record Type: Journal
Publication Date: 2009-Jan-30
Pages: 1
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0009-5982
It's Not All about Class Size
Ceci, Stephen J.; Konstantopoulos, Spyros
Chronicle of Higher Education, v55 n21 pA30 Jan 2009
Many studies have shown the benefits of smaller class sizes--including random experiments like the Student Teacher Achievement Ratio Project conducted in 79 elementary schools in Tennessee, which assigned children to either small or regular-size classes, as well as large-scale analyses of small and large classrooms that have occurred naturally. Although researchers may quibble over the exact magnitude of gains associated with smaller classes--or the means by which small classes bring about such gains--few of them disagree with the basic fact that smaller classes result in higher average achievement. By reducing elementary-school classes from 23 students to 15, achievement, as measured by standardized exams like the Stanford Achievement Test, increases about 7 percent on average. And the longer students are in smaller classes, the greater their achievement gain is. In this article, the authors contend that smaller classes could actually widen the achievement gap between haves and have-nots.
Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A