Class Size Inluences Learning

In its report on the influences upon student learning, the Educational Testing Service lists Class Size as the fifth among eight “school factors” and sixteen total factors.

“Class size – Teachers in high-minority schools are more likely to have large classes. The gap has widened between high-minority and low- minority schools.” Class size reduction is controversial, with conservatives claiming little or no connection between class size and improved education and liberals claiming there is substantial connection. So, let’s look at the statements of the lead opponent and proponent.

Dr Hanushek, an opponent, is quoted as saying, “Surely class size reductions are beneficial in specific circumstances — for specific groups of students, subject matter and teachers.”

Dr. Krueger, a proponent, is quoted as saying, “The effect sizes found in the STAR experiment and much of the literature are greater for minority and disadvantaged students than for other students.”

As with other issues, the discrepancies seem to be highest among minority students. All three minority groupings showed improvement between 1999-2000 & 2003-2004. But in so doing, the gap between higher percentages of minorities (30-23%), lower percentage of minorities (26-17%), and lowest percentage of minorities (24-14%) widened.

The data is even more significant, when looking into eligibility for free lunch. In schools with 75% or more eligibility, class size improved from 29 to 22%, with 50-74% eligibility from 29 to 24%, with 25-49% from 31-26%, with 10-24% from 37-15%, and with less than 10% from 26-21%. Clearly, class size matters! And once again, we a faced with a moral imperative to address discrepancies that seem to focus upon minorities.

The class size commentary can be found on page 15 of the report. http://www.ets.org/Media/Research/pdf/PICPARSINGII.pdf