Key
Class Size Reduction Research
Three
landmark studies, two in the late 1970s and one in the
1980s, laid the groundwork for future work in the area
of class size reduction. In 1978, Glass and Smith published
a meta-analysis of reduced class size studies in which
they considered the results to have “established
clearly that reduced class size can be expected to produce
increased academic achievement” (p. iv) with the
major benefits being accrued when class size is reduced
to below 20 students. (See Glass, G. V., & Smith,
M. L. (1978). Meta-analysis of research on the relationship
of class size and achievement. San Francisco: Far
West Laboratory for Educational Research & Development.)
The
next year they published a second meta-analysis examining
affective measures in which they found that reducing
class size increases student interest and teacher morale,
as well as changes teacher practices. Although the two
studies were considered controversial—due, in
part, to their methodology and reliance on few studies—they
had a huge impact on educational policy. (See Glass,
G. V., Cahen, L. S., Smith, M. L., & Filby, N. N.
(1982). School class size: Research and policy.
Beverly Hills, CA: Sage Publications. This book summarizes
the two meta-analyses conducted by Glass and Smith on
the relationship between class size and achievement
and affective outcomes.)
The
third study, Tennessee’s Project
STAR (Student Teacher Achievement Ratio), was initiated
in 1985 and was hailed as a true educational experiment.
It employed random assignment of more than 11,000 students
to three class size treatments at 79 elementary schools.
Based on this study and its corresponding positive student
achievement results, several states began class size
initiatives in the 1990s. Two significant state efforts
were Wisconsin’s SAGE
initiative and California’s
CSR program.
For
more information, please contact Art Hood at 800-755-3277.
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