Class Size

Class size is a different concept than teacher–pupil ratio (i.e., the ratio of the number of students per teacher); it is defined by the number of students who are educated in a single classroom. Although there is no research that suggests an optimum class size, there is research that identifies potential benefits for classes of fewer than 20 children in kindergarten through third grade.

In the 1980s and 1990s, several states initiated Class Size Reduction (CSR) programs, which produced a variety of program evaluation data (e.g., [Page 88]Project STAR/Tennessee; Project Sage/Wisconsin; the California CSR program; Project Prime Time/Indiana; Burke County Schools/North Carolina). Typically, CSR occurred in the primary grades (K–3). Overall, the information gained from these projects suggests that class size of fewer than 20 (i.e., 13 to 17) students is associated with modest achievement advantages as measured by standardized achievement tests when compared with students educated in classrooms with more than 20 students. These advantages were most pronounced for low-income and minority children. The effect appeared to be accumulative; the achievement advantage was greater for students who spent more years with small class sizes when compared to students who spent fewer years in such classrooms. There may also be longterm effects of small classes related to higher educational aspirations, higher class rank, fewer classroom disruptions, fewer students retained, and a reduced dropout rate in high school.

The results of the California CSR project suggest that class size alone does not account for the successes of these classes. Initial implementation of CSR in California was hindered by a lack of qualified teachers and building space for additional classrooms. As a result, CSR in California did not lead to the same level of improved achievement as was observed in other CSR projects. It is clear that class size alone does not account for the achievement gains that have been attributed to CSR.

When compared to teachers who have larger classes, teachers of small classes spend more time in direct instruction and less time on classroom management. In addition, teachers tend to use more handson instruction, give more feedback, and interact more with individual students. In response, students in small classes appear to be more academically engaged and participate at higher levels. These elements also improve learning in a variety of instructional settings. In addition to these instructional variables, reduced class size may facilitate the development of a learning community within the classroom. Small class size may also increase student perceptions of responsibility for learning.

There are costs associated with the development and maintenance of classes with fewer students. First, there may be additional costs for building construction or renovation that may be necessary to provide a physical plant that will support additional classrooms. In addition, there is the cost associated with hiring additional teachers and training teachers in instructional practices best suited for smaller classes. One approach that has been used to offset these additional expenses has been to replace teacher aides with new teachers given that teachers in smaller classes require less paraprofessional assistance. Another method for controlling costs might be to target schools that might benefit most from small class sizes (e.g., schools with a high number of low socioeconomic status [SES] students).

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