Class size reduction and charter schools
Many educators and parents support lower class sizes. Aristotle Academy has reviewed the class size literature and has developed a best case scenario for fiscal responsibility, student achievement and teacher morale.
1. Class size reduction has been shown to increase student achievement when the class size is between 15 - 18 students. Fiscally it is not possible to reduce class sizes for the entire day to this level. Aristotle Academy will use small class sizes of 15 students per class for reading and math break out groups.
2. Small changes in class size from 30 - 25 or even from 25 - 20 appear to not increase student achievement. The reduction in class sizes from 30 to a number of less than 18 for the entire day would significantly endanger the school’s ability to operate within a balanced budget.
3. Class size reduction has been shown to be most effective in reading and math areas in the lower grades. The reading and math breakout classes of 15 students will be used for 1st - 5th grades.
4. Reduction in student/teacher ratio alone does not change achievement, only the number of children in a classroom with an educator appears to increase student achievement. Math and reading break out groups will be held in separate rooms to decrease distraction and allow the reading and math aide to focus on individual students.
References for Class size reduction research.
http://www.sciencedaily.com/releases/2009/10/091014122045.htm - Note that the benefit is only for class sizes of 13 - 17.
http://www.sciencedaily.com/releases/2008/02/080228112004.htm - Small class sizes don't close the achievement gap, those that were going to do well do even better, those that were struggling do better but don't close the gap.
http://www.education.com/reference/article/Ref_Key_lessons_Class/ - Class size only works at the 15 - 18 level at the lower grades, reduced class sizes in upper grades has not been shown to increase achievement.
http://cepm.uoregon.edu/publications/policy_reports/class_size/student_achievement.html Reducing class size from 25 - 20 is ineffective, I would guess that reducing class sizes from 30- 25 is equally ineffective.
Teachers still remain the most important factor in student achievement (McRobbie et al, 1998).
http://www.sciencedaily.com/releases/2008/02/080228112004.htm - Small class sizes don't close the achievement gap, those that were going to do well do even better, those that were struggling do better but don't close the gap.
http://www.education.com/reference/article/Ref_Key_lessons_Class/ - Class size only works at the 15 - 18 level at the lower grades, reduced class sizes in upper grades has not been shown to increase achievement.
http://cepm.uoregon.edu/publications/policy_reports/class_size/student_achievement.html Reducing class size from 25 - 20 is ineffective, I would guess that reducing class sizes from 30- 25 is equally ineffective.
Teachers still remain the most important factor in student achievement (McRobbie et al, 1998).
“When certain services and technologies are available to achieve the small-class effect.
When well-trained teachers employ effective instructional techniques, students achieve more. No organizational reform, smaller class size included, will substitute for high-quality teaching, as many studies have documented (McRobbie and others 1998). If professional development that guides teachers in small-class instruction is used in conjunction with effective teaching practices, a strong curriculum, and smaller classes, researchers will be more able to examine the true effects of class-size reduction (Beall 1998; U.S. Department of Education 1998). “
When well-trained teachers employ effective instructional techniques, students achieve more. No organizational reform, smaller class size included, will substitute for high-quality teaching, as many studies have documented (McRobbie and others 1998). If professional development that guides teachers in small-class instruction is used in conjunction with effective teaching practices, a strong curriculum, and smaller classes, researchers will be more able to examine the true effects of class-size reduction (Beall 1998; U.S. Department of Education 1998). “
http://www2.ed.gov/pubs/ReducingClass/index.html Summary of above, only micro-class sizes matter, teacher quality matters the most.
http://www.edweek.org/rc/issues/class-size/ Class size reduction efforts that come at the expense of quality teachers and reasonably safe and practical facilities may be a detriment rather than a help.
http://www.heros-inc.org/classsizeresearch.htm - A great summary of class size research, again supporting the 15:1 ratio.
Findings from the current major well-designed class size studies seem to have influenced policy makers toward the institution of reduced class size. Ernest L. Boyer, president of the Carnegie Foundation for the Advancement of Teaching, has laid out a four-point plan to ensure that all children are educated to their full potential, which includes reducing classes to "no more than 15 students per teacher" for the early elementary grades. In addition, the National Association of Elementary School Principals (NAESP) Delegate Assembly has revised their class size policy statement from 20 to 1 down to recommending a student-teacher ratio of 15 to 1.
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