Class Size Reduction and Student Achievement

Teachers have known and have been saying for years that a direct correlation exists between class size and how well students achieve. Furthermore, in Gallup Polls the public by an overwhelming majority has been of the same mind-set. Only in the last decade or so, however, has there been reliable data to support these claims. In the 1990's as a result of several thorough studies conducted since 1978 the evidence is mounting that the class size/student achievement issue is legitimate and not just an item on educators' wish lists to make their jobs easier.

This paper will identify some of the major findings of the research and explore the ramifications of making a commitment to reduce class size in Oregon.

The most widely publicized study on class size was conducted in 1978 by researchers Gene Glass and Mary Smith for the Far West Laboratory for Educational Research and Development. Their study, "Meta-Analysis of Research on the Relationship of Class- Size and Achievement," remains one of the most comprehensive on the issue. Unique in their approach, the researchers examined, read, coded, and analyzed 77 empirical research studies, yielding more than 700 comparisons based upon data spanning 70 years of research performed in more than a dozen different countries. Altogether, achievement test results of more than 900,000 pupils were incorporated into the study to yield a statistical synthesis revealing general trends. The findings clearly point out evidence of a positive relationship between reduced class size and pupil achievement. The study will be summarized in greater detail in another section of this paper.

In a companion follow-up study, "Relationship of Class Size to Classroom Processes, Teacher Satisfaction and Pupil Affect: A Meta-Analysis," Smith and Glass provided further insight about whether decreasing the size of classes produces improvements on non-achievement outcomes--teaching processes, and student and teacher effects in the affective domain. Their findings answer the question in the affirmative with the following statement: "On all measures reduction in class size was associated with higher quality schooling and more positive attitudes. "

In keeping with the results of their earlier study these results are encouraging, though not surprising. Other findings of this study will be summarized in conjunction with the review of the class-size/achievement study.

A second major study, conducted in Tennessee from 1985 to 1989, likewise supports the findings of Glass and Smith. Called Project STAR (Student Teacher Achievement Ratio), the research was authorized and conducted through the Tennessee State Department of Education under the direction of Elizabeth Word. This study achieved its unique validity by tracking the achievement of students in classrooms participating in the studies from kindergarten through third grade.

Among the findings was solid evidence that small classes made the highest scores on the Stanford Achievement Test (SAT) and the Basic Skills First Test (BSF) in all four years (K-3) and in all locations (Rural, Suburban, Urban, and Inner City). Additionally the research revealed a number of effective teaching practices and teacher characteristics conducive to producing more effective learning.

The overall conclusion reached is that students in smaller classes have a distinct advantage over students in larger classes, particularly in the areas of reading and mathematics, in the early primary grades.

Other states, most notably Indiana and Texas, have been attempting to deal with the class size issue for several years. In the mid-1980's the state legislatures in both Indiana and Texas took action to establish limits on class size in the lower grades. At least initially the results of their efforts to lower class size are yielding promising results in improved educational quality.

In 1988, three years into the program, Texas, which limited classes to 22:1 in grades K-3, reported a 15 percent increase in the number of students passing the state minimum skills test. In succeeding years, however, collection of sufficient reliable data to accurately track student achievement in key areas of the core curriculum has been difficult as a result of changing the tests used to measure student progress.

In 1984 Indiana's Prime Time project limited 1st grade classes to 18 students; in the succeeding two years limits of 22 students were established for grades 2 and 3. Subsidized by the state, local school districts receive grants approximating $22,000 for each classroom with a student enrollment within the state guidelines. (No funding was provided for construction of additional classrooms). Student achievement scores to date have not been conclusive in supporting the findings of Project STAR in Tennessee, however there appears to be significant improvement in reading and mathematics scores in the smaller classes at the primary level. Of perhaps equal importance, however, are improved teacher morale and improved student self-esteem. These factors by their nature are difficult, if not impossible, to accurately measure, yet common sense tells us that they are primary to the learning process. Project Prime Time resulted in fewer discipline and behavior problems in the smaller classes, while teachers reported increased productivity and effectiveness in the smaller classes.

"The study found that small achievement advantages were noted when small reductions were made in class sizes in the 20-30 pupil range and larger advantages resulted when the class size was reduced below 20. Pupil achievement was found to be higher in small classes and highest in very small classes (under 20). The relationship between class size and achievement seems consistently stronger in the secondary grades, but it does not differ appreciably across different school subjects, levels of pupil IQ, or several other demographic features of classrooms.

Overall, the researchers found that 'among the 725 comparisons of pupil achievement in smaller and larger classes, 435 or 60 percent favored the smaller class. '"

"What Research Says About Class Size," Washington, DC: 1986. Professional and Organizational Development/Research Division, National Education Association.

"The study clearly demonstrated a positive relationship between reduced class size and increased student achievement. More specifically. the results - showed that as class size decreases. student achievement increases. (Emphasis added). The achievement of pupils in instructional groups of 15 and fewer scored several percentile ranks above that of pupils in classes of 25 and 30. The strength of the relationship varied according to the level of the reduction. Reductions in class size below 20 students resulted in larger improvements in student achievement than for reductions in the 20 to 30 student range. Based on their findings, Glass and Smith concluded that 'there is little doubt that, other things equal. more is reamed in smaller classes. "' (Emphasis added).

Kim Connor and Rosemary Day. "Class Size: When Less Can Be More," Sacramento, California: 1988. Senate Office of Research.

Glass and Smith

Teachers feel better and feel they perform better in smaller classes.
• Class size had an impact on students' attitudes, interests, and opinions. There also seemed to be less apathy, friction, and frustration.
• The opportunities for individualization, varied and adaptive learning activities, social interaction, and friendly relationships were greater in the smaller classes.
• The class size effects were related to pupil age, with effects greatest for pupils 12 years and under, somewhat less for pupils 13-17, and least for pupils 18 and over.

Mary L. Smith and Gene V. Glass, "Relationship of Class Size to Classroom Processes, Teacher Satisfaction and Pupil Affect: A Meta-Analysis," San Francisco, California: July, 1979. Far West Laboratory for Educational Research and Development.

Project STAR

"This report presents the results of Tennessee's four-year longitudinal class-size project: Student Teacher Achievement Ratio (STAR). The study analyzed student achievement and development in three class types: small classes (13-17 students per teacher), regular classes (22-25 students per teacher), and regular classes (22-25) with a full-time teacher aide. Project STAR followed students from kindergarten through grade 3, starting in 1985-86 with kindergarten and ending in 1988-89 with third grade. The project included 17 inner-city, 16 suburban, 8 urban, and 38 rural schools in order to assess the effects of class size in different school locations.

The main focus of the study was on student achievement as measured by the appropriate forms of the Stanford Achievement Test (K-3) and STAR's (grades 1-2) Basic Skills Criterion Tests and Tennessee's (grade 3) Basic Skills Criterion Tests. Student development was measured by the Self- concept and Motivation Inventory (SCAMIN).

STAR's kindergarten results showed a definite advantage for students in small classes in achievement and no significant advantage for the use of a teacher aide. At the end of first grade, Project STAR students in small classes were outperforming students in regular and in regular/aide classes by substantial margins on standardized tests and also on the Basic Skills Criterion tests of reading and math. This pattern continued in grades 2 and 3.

Third grade total reading and total math scaled scores and percentile ranks by location and class type. The greatest advantage was for inner-city small classes. The highest scores in all class types were made in rural schools. The least advantage was for regular/aide classes in urban and suburban schools.

Students in small classes in kindergarten had significantly higher self- concept scores. In grades 1 through 3 being in a small class did not have an impact on student self-concept or motivation. Inner-city (predominantly minority) students had higher self-concept scores in grades 1 and 2, and in grade 3 they also had higher motivation scores. "

Other findings of the study include:

• Teachers reported they prefer small classes in order to identify student needs and to provide more individual attention, as well as to cover more material effectively.
• Effective teachers perform certain teaching practices and possess characteristics that produce more effective learning:
  • Creative writing, hands-on experiences, learning centers, use of manipulatives
  • Good listener, immediate feedback, monitoring, pre-planned instruction, well organized
  • Assertive discipline, high expectations, peer tutoring, reteaching
  • Effective communication with parents, love of children
  • Enthusiasm, flexibility, patience, sense of humor
• Communication with parents will be more effective when teachers are trained in the following skills: -
  • Ability to establish effective communication with the home
  • Ability to involve the family in the education of their children
  • Ability to teach parents how to teach their children
  • Ability to make home visits

In order for class size reduction to be most cost effective, teachers must possess these characteristics and be trained in these practices.

• The following advantages were apparent for instruction in small and regular/aide classes:
  1. basic instruction was completed more quickly, providing more time for covering additional basic material;
  2. use of supplemental text and enrichment activities,
  3. more in-depth instruction regarding the basic content,
  4. more frequent opportunities for children to engage in first-hand learning activities using concrete materials,
  5. increased use of learning centers, and
  6. increased use of highly desirable primary grade practices.
• Reduction in class size or the addition of a teacher aide made positive changes in the physical, social, and emotional environments in primary classrooms.
• Classrooms were more pleasant work environments for both teachers and students.
• Teachers and students were under less stress, and learning occurred in a more relaxed atmosphere.
• Students were less likely to get lost in the crowd.

Elizabeth Word, et al., "Project STAR Final Executive Summary Report: Kindergarten through Third Grade (1985-1989)," Nashville, Tennessee: 1990. Tennessee State Department of Education.

"Class size is a complex problem that depends on many factors. There are some uncertainties concerning the magnitude of and the precise conditions that would promote a class size effect. The central theme which runs through the current research literature is that academic achievement does not necessarily improve with the reduction of student-teacher ratio unless appropriate learning styles and effective teaching styles are utilized. It is also evident that no single class size is best for all grade levels and subject areas. There is considerable agreement that:

• Smaller class size seems to result in higher achievement among students who are economically disadvantaged.
• Students with lower academic ability seem to do better in smaller classes than in larger ones.
• It may be that class size affects student attitudes more significantly than it affects achievement.
• A direct effect of large class size is to lower the morale and increase the stress of teachers.
• There is typically little to be gained from reductions in class size that do not bring class size below 30.

The literature also indicates the need for longitudinal studies (one of Project STAR's strengths) on class size in conjunction with other variables such as subject matter and instructional design which directly affect the best class size for optimal learning.

The many benefits to be derived from reducing class size have been well documented by the research. The funds can be made available if there is a willingness to make the commitment and set the proper priorities.

"What Research Says About Class Size." Washington, DC: 1986. Professional and Organizational Development/Research Division, National Education Association.

• In general the research finds that there is a clear relationship between class size and student learning. i.e. the smaller the class the better. (Emphasis added) More specifically, student achievement is generally higher when class size is reduced, especially below 20 students. An even stronger effect has been discovered for other categories of variables, including instructional processes and student and teacher attitudes when class size is reduced below 20 students. For these non-achievement variables, reductions of class size within the 20 to 30 student range have also been found to be significant, unlike achievement variables which, according to existing studies, are effected significantly by reductions to 20 students or fewer.

A partial list of positive outcomes associated with class size reductions includes:

• For students:
  • More individual attention
  • Increased time on task
  • Increased opportunities to participate
  • Improved self-image
  • Greater interest and improved attitude towards learning
  • Improved attendance

• For teachers:
  • More job satisfaction
  • Increased enthusiasm for teaching
  • More activities initiated by the teacher, especially enrichment activities; teachers cover more material with students
  • Improved class management and curriculum; lessons proceed more smoothly
  • Less time spent on discipline
  • Better able to assess and monitor student performance

A central theme through most of the research is that academic achievement does not necessarily increase when class size is reduced unless appropriate learning styles and effective teaching styles are utilized. This finding underscores the importance of the teacher and the availability of teacher retraining in realizing positive outcomes associated with reduced class size.

Teachers unequivocally support class size reductions. Teachers believe strongly that their experiences are better in smaller classes. Student attitudes about learning are also more positive in smaller classes.

    Kim Connor and Rosemary Day, "Class Size: When Less Can Be More," Sacramento, California: 1988. Senate Office of Research, State of California.

"The most recent Gallup Poll of public attitudes toward education once again showed that citizens think that small classes are important. Eighty-eight percent of nonpublic school parents, 82 percent of public school parents, and 77 percent of those with no children in school told Gallup that they believed small classes make a great deal of difference. A second question asked if parents would favor a program to reduce classes in the early grades to a ratio of 1:15. Eighty-two percent of nonpublic school parents, 81 percent of public school parents, and 73 percent of those with no children in school responded 'yes. ' And from among this group of people who answered 'yes' 71 percent of the nonpublic school parents, 72 percent of the public school parents, and 66 percent of those with no children in school said they would be willing to pay higher taxes to pay for such a program. "

Additional Reading:

Critical Issues for Children and Youths: Class Size