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By: Kaci Poland
Does Size Really Matter?
Class Size Class size is the ratio of students to one teacher.
This ratio is regularly enforced in daycares.
Ex) Preschool ratio is 10 students to one teacher
If a daycare center does not follow ratios, there
could be legal trouble.
Regular inspections of ratio
Importance of Class Size
Class size is important to consider when the
following variables are involved:
Physical dimensions of the classroom
Resources available
Effectiveness of teaching in classroom (Hartley, Par.
2)
Background Information
There has been a lot of debate recently about the
correlation between class size and academic
achievement.
Researchers have been studying class size.
There are financial benefits and disadvantages to
both large and small class size.
Background Information:
Class size in the U.K.
The U.K. government policy recommends a class
size of about 30 students. (Hartley, 2004)
Peter Blachford’s study (Hartley, 2004)
7,000 children monitored
Used multiple methods to measure effects
Background information:
Class Size in The U.S.
The U.S. hopes to achieve a class size around 18
students in elementary grades. (Hartley, 2004)
The examination of about 77 study's in the U.S.
The study found as class sizes increased
achievement decreased (Hartley, 2004)
Class Size In Elementary School
STAR (Student Teacher Achievement Ratio)
Well known study conducted in Tennessee during
the 1980’s.
STAR compared student achievement in small
classes including only about 13-17 children.
The study involved children ages 5,6,7,and 8.
Results: students in smaller classes achieved
higher marks than students in larger or regular
classrooms, (Hartley, 2004).
Class Size In Middle School and
High school
Robinson’s research in 1990 found that as
students got older the effects of class size
became less noticeable.
The STAR program results affected the academic
performance in secondary school.
Students in small classes:
Completed more advanced coursework
Lower drop out rates
Were more likely to be in the top 10% of their
classes
Took college entrance exams (Hartley, 2004)
Class Size In Universities
Research has been conducted on class size and
has found that increasing the lecture sizes has
led to lower scores, (Hartley, 2004).
However, as class sizes were larger and reached
550 students the scores improved.
In general large classes are not effective for:
Retention of knowledge
Critical thinking
Attitude change
(Hartley, 2004)
The Benefits Of Larger Class
Sizes
Schools can enroll more students
More government funding is given to schools with
higher enrollment.
Schools can save money
Not as many faculty members to pay
The Disadvantages to Larger Class
Size
Harder for teacher to give individual attention.
Less interaction concerning individual student’s
needs.
More time spent on non-teaching activities.
Less classroom management and control.
Legislation
Instead of setting and enforcing a student to
teacher ratio, the government wants to enforce
the hiring of more qualified teachers.
However, most schools pride themselves on the
low student to teacher ratio.
With standardized testing becoming increasingly
demanding on teachers and students, schools
are likely to see legislation for class size as an
attempt to see higher marks on these tests.
Conclusion
Overall smaller class sizes lead to higher grades
at every level although it is not as noticeable in
older students.
The government has not yet stepped in to control
this issue, however as America becomes more
competitive in academic success on a global
level, class size may become more of an issue in
the years to come.
Works Cited"Class Size Need Not Constrain Teaching." The Chronicle of Higher Education 56.06 (2009).
General Reference Center Gold. Web. 23 Mar. 2010.
Hartley, James. "Class size matters! James Hartley considers research into the effects of
different class sizes on academic attainment at school and university." Psychology Review
Nov. 2004: 27+. General Reference Center Gold. Web. 24 Mar. 2010.
"Smaller classes? Yes! (But ...). (Research corner: essentials on education data and analysis
from research authority AEL)." District Administration 39.6 (2003): 66. General Reference
Center Gold. Web. 24 Mar. 2010.
Wilby, Peter. "Size isn't everything: why teachers may be wrong about this class issue." New
Statesman [1996] 31 Mar. 2008: 16. General Reference Center Gold. Web. 24 Mar. 2010.
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