It’s time that policy makers and school boards take a closer look at student achievement and class size. With school budgets shrinking, policy makers need to understand how large classrooms effect student achievement.
There are many variables to look at when it comes to class size and student achievement. Studies show that it is best to have small classes in the primary grades (K-3) that consist of about 15 to 20 students. But what about the grade levels beyond grade 3? How does a teacher work through a classroom of 30 students that are confused by a recently taught concept and how much time is needed to help these students? Or a class of 30 students with several behavior problems? How do other students work around the continual disciplinary disruptions?
Small classes provide the opportunity for personal attention and individualized help for students. When parents assess a school, one key factor that must be considered is classroom student-teacher ratio. How much individual attention will each child receive in the classroom? Are there any teacher aids or parent volunteers available for individual help? Student-teacher ratios can be deceiving because most are based on the total number of school instructional staff divided by the total number of students enrolled in the school and not exclusive to the individual classroom.
Numerous studies have concentrated on assessing class size and student achievement. There appears to be too many variables within the classroom setting: quality of the teacher, the home environment of the clientele, rigor of the curriculum, and the attitude of the administration and school board – just to name a few. Even considering these variables, some positive results have shown through:
• Small classes show gains in achievement when there are less than 20 students.
• There are stronger gains with students that have experienced small classrooms in the primary grades.
• Small classes result in less students repeating a grade.
• Lower high school drop out rates are attributed to students in smaller classes.
One study conducted in Tennessee – The STAR Project found positive effects of early and very large class-size reductions on academic achievement.
Class size has been debated for years. Ask any teacher and they will tell you that small classrooms are favored because:
• Students feel more comfortable to voice their opinions and participate in classroom discussions.
• Teaching methods become more student centered.
• Student attendance is high because they know they will be missed if they are absent.
• Student centered activities such as role-playing, storytelling, music, board games, technology, and fieldtrips are more likely to occur with smaller classrooms.
• There are less classroom behavior interruptions.
• Teachers have more time to provide constructive feedback to students and prepare better assessments for student and parent conferences.
Smaller classrooms of no more than 22 are the right approach to improving education with long-term benefits. Economically, small classrooms result in less retention and less student referrals for special education. With conflicting evidence of the small verses the large classroom, it is common sense that public school children will do better in smaller classes. It’s time both parents and teachers push for smaller class size and make policy makers and school boards understand its value.
