Does Class Size Matter?

The Old Debate

Class size. It is a debate as old as the institution of public education itself and continues to cycle through countries today as they continually make policy reforms and address educational budgets. Common sense tells most parents, teachers and policymakers that smaller class sizes will yield better results for their students, yet in the past few decades, there has been little research that can accurately and definitively put an end to the debate. The issue with determining class size efficacy is that there are many factors besides class size that come into play when considering students’ perceived achievement, such as student background and self-attainment. In the current and still expanding literature of class size efficacy, there are a plethora of mixed results in the research that likely stem from unreliable implementations and small sample sizes or are affected by multiple variables (Chingos, 2013). Today, researchers continue to study class sizes and various variables, that we may learn more about what truly increases student achievement.

What can we learn from the current research about class size?

One of the most famous and often cited studies on class efficacy is the Tennessee STAR experiment (Project STAR) of the late 1980’s, as it is the only large-scale, randomized experiment of its kind today (Chingos, 2013). Since then, other research has found some similar results or expanded upon the findings, but the data is not definitive and further research is still necessary.

•  Smaller class sizes during the younger and secondary years lead to greater student achievement. According to Krueger’s 1999 analysis of Project STAR, primary grade students assigned to smaller classes yielded higher results after four years than their peers in larger classrooms. These students were also about 2% likelier to enroll in college by age 20 and 3% likelier to be attending college, with the largest effects in students who were minorities or economically disadvantaged (Chingos, 2013). In a Denmark study, Krassel and Heinesen (2014) found that small class sizes had small but significantly beneficial effects for low ability students, particularly children of immigrants.

• A smaller class size increases student engagement and student focus, and decreases class disruptions, particularly for struggling learners. In a randomized study measuring effects of class size differences while controlling for statistically confounding factors, Blatchford et al. (2011) found that both primary and secondary school students spent more time on-task, with highly significant effects for low-attaining students. Active interaction was three times greater in primary grades and also highly significant in secondary grades. Teachers dealt with significantly less negative behavior for low attainers in a smaller classroom setting, creating a more supportive study environment.

In summary of current research, small class sizes increase student achievement by creating a more personalized and supportive environment for all learners, particularly for the ones who are struggling.

Method Schools’ “Small Class” Experience

As an independent study charter school, Method Schools has a mixture of both primary and secondary students in an environment that is adapted to individualized needs, one of the key factors for increased student achievement in smaller classes. Besides instructor-led, student-driven class projects, these students also work on personalized online learning plans in a large classroom together and are often pulled out to work in small Focused Direct Instruction (FDI) groups where they practice Common Core skills in math and reading. The beauty of Method Schools is that students are the masters of their own education; they receive interactive activities and lessons tailored to their learning levels and learn at their own pace, while also receiving one-on-one instruction and support where needed.

We have seen the beneficial effects of a “small class size” at Method Schools, such as students who have come in as low attainers and have since performed very well here, even becoming excited participants in our FDI groups. Among these students are boys like Eric*, who came in as a discouraged reader and writer, but now makes more efforts to read, write and share his thoughts with others. There are also other students like Timothy*, who was previously bullied and suffered academically and emotionally, but now enjoys this alternative study at Method Schools where he can express himself more freely and learn at his own pace amongst a smaller, supportive group of students and teachers. Students should feel empowered by their own education, and smaller class sizes help to give them a greater sense of belonging, but more importantly, a greater sense of voice in their own learning, all of which leads to greater student achievement.

*Names of students are pseudonyms to protect privacy.

Sources

Blatchford, P., Bassett, P., & Brown, P. (2011). Examining the effect of class size on classroom engagement and teacher-pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools. Learning and Instruction, 21, 715-730.

Chingos, M. (2013). Class Size and Student Outcomes: Research and Policy Implications. Journal of Policy Analysis and Management, 32, 411-438.

Krassel, K.J. & Heinesen, E. (2014). Class-Size Effects in Secondary School. Education Economics, 22, 412-426.