The importance of class size in the middle and upper grades
In addition to the overwhelming evidence that class size matters in the early grades, there is abundant research indicating that smaller classes are linked to higher student achievement and lower rates of disciplinary referrals and dropouts in the middle and upper grades as well.•One comprehensive study, commissioned by the US Department of Education, looked at the achievement levels of students in 2,561 schools across the nation, as measured by their performance on the NAEP (national) exams. The data included at least 50 schools in each state, including those from large and small, urban and rural, affluent and poor areas. After controlling for student background, the only objective factor that was found to be correlated with higher student success was class size, not school size, not teacher qualifications, nor any other variable that the researchers could identify. What was even more striking is that these achievement gains were more strongly linked to smaller classes in the upper rather than the lower grades. 1
One comprehensive study, commissioned by the US Department of Education, looked at the achievement levels of students in 2,561 schools across the nation, as measured by their performance on the NAEP (national) exams. The data included at least 50 schools in each state, including those from large and small, urban and rural, affluent and poor areas. After controlling for student background, the only objective factor that was found to be correlated with higher student success was class size, not school size, not teacher qualifications, nor any other variable that the researchers could identify. What was even more striking is that these achievement gains were more strongly linked to smaller classes in the upper rather than the lower grades. 1•Some of the numerous studies that show a correlation between smaller class size and significantly higher student achievement in the middle and upper grades include: R. F. Ferguson, “Paying for public education: New evidence on how and why money matters,” (for grades 1st -7th), Steven G. Rivkin, Eric A. Hanushek and John F. Kain, “Teachers, schools, and academic achievement,” (for grades 4-5); R.F. Ferguson, & H.F. Ladd, “How and why money matters: An analysis of Alabama schools” (for grades 4,8,and 9), Michael Boozer and Cecelia Rouse, “Intraschool Variation in Class Size” (for grades 8th-10th).2
Some of the numerous studies that show a correlation between smaller class size and significantly higher student achievement in the middle and upper grades include: R. F. Ferguson, “Paying for public education: New evidence on how and why money matters,” (for grades 1st -7th), Steven G. Rivkin, Eric A. Hanushek and John F. Kain, “Teachers, schools, and academic achievement,” (for grades 4-5); R.F. Ferguson, & H.F. Ladd, “How and why money matters: An analysis of Alabama schools” (for grades 4,8,and 9), Michael Boozer and Cecelia Rouse, “Intraschool Variation in Class Size” (for grades 8th-10th).2•Since smaller classes foster greater academic and social engagement, they also lead to lower dropout rates. 3 A statistical analysis using data from the National Center for Education Statistics reveals that in school districts across the country, graduation rates are highest where student-teacher ratios were lowest, with the gains particularly sharp for among minority students. 4
Since smaller classes foster greater academic and social engagement, they also lead to lower dropout rates. 3 A statistical analysis using data from the National Center for Education Statistics reveals that in school districts across the country, graduation rates are highest where student-teacher ratios were lowest, with the gains particularly sharp for among minority students. 4•A recent survey found that 75% of high school dropouts said that if they had had been provided with smaller classes they would likely have stayed in school. 5 Indeed, studies show that teachers in smaller schools believe that small classes are critical in helping them reach their students and keep them engaged: “Teachers frequently cited their ability to spend time one-on-one with students as what makes these schooling environments possible; with more students in each class, such personalized attention became much more difficult to deliver.” 6
A recent survey found that 75% of high school dropouts said that if they had had been provided with smaller classes they would likely have stayed in school. 5 Indeed, studies show that teachers in smaller schools believe that small classes are critical in helping them reach their students and keep them engaged: “Teachers frequently cited their ability to spend time one-on-one with students as what makes these schooling environments possible; with more students in each class, such personalized attention became much more difficult to deliver.” 6•A published study analyzed the improvements made by a middle school in New Jersey which ended remedial pull-out programs and used the funding instead to reduce class size. Despite an increase in 40-60 students, and a 7% increase in poverty students, the annual failure rate dropped from 3-6% to only 1%, without any additional spending. Gains in test scores were statistically significant with .80 effect size, and behavioral referrals were reduced. 7
A published study analyzed the improvements made by a middle school in New Jersey which ended remedial pull-out programs and used the funding instead to reduce class size. Despite an increase in 40-60 students, and a 7% increase in poverty students, the annual failure rate dropped from 3-6% to only 1%, without any additional spending. Gains in test scores were statistically significant with .80 effect size, and behavioral referrals were reduced. 7•In an analysis of 8th graders in more than 200 school districts, smaller classes were associated with higher rates of achievement in math, as well as a much improved “school social environment” as measured by factors such as higher attendance and lower rates of school vandalism. 8
In an analysis of 8th graders in more than 200 school districts, smaller classes were associated with higher rates of achievement in math, as well as a much improved “school social environment” as measured by factors such as higher attendance and lower rates of school vandalism. 8•Other studies show fewer disciplinary problems and school crime associated with smaller classes. A report to Congress found that after holding other factors constant, smaller class size was correlated with lower rates of school violence.9 More recently, Paul Barton, director of the Policy Information Center of the Environmental Testing Service has written, “school size is less important than class size in terms of improving discipline.” As another expert has written, “Indeed, many educators are convinced that, without reducing class size, all other attempts to ensure school safety can at best offer marginal improvement.” 10
Other studies show fewer disciplinary problems and school crime associated with smaller classes. A report to Congress found that after holding other factors constant, smaller class size was correlated with lower rates of school violence.9 More recently, Paul Barton, director of the Policy Information Center of the Environmental Testing Service has written, “school size is less important than class size in terms of improving discipline.” As another expert has written, “Indeed, many educators are convinced that, without reducing class size, all other attempts to ensure school safety can at best offer marginal improvement.” 10 ____
Footnotes
1 Donald McLaughlin and Gili Drori, “School-Level Correlates of Academic Achievement: Student Assessment Scores in SASS Public Schools.” Washington, DC: U.S. Department of Education, 2000; http://nces.ed.gov/pubs2000/2000303.pdf
2 M. Boozer and C. Rouse, “Intraschool Variation in Class Size,” NBER working paper #334, 1995; Eric A. Hanushek and John F. Kain, “Teachers, schools, and academic achievement,” October 2001, NBER Working Paper No. W6691, R.F. Ferguson, & H.F. Ladd, “How and why money matters: An analysis of Alabama schools” in: H.F. Ladd (Ed.), Holding Schools Accountable, Brookings Institution, 1996; R. F. Ferguson, “Paying for public education: New evidence on how and why money matters,” Harvard Journal on Legislation, 1991, 28 (2): 465-498. For studies from Canada and Great Britain that show the effects of smaller classes in the secondary grades, see Douglas Willms and A.C. Kerckhoff, “The Challenge of Developing New Social Indicators,” Educational Evaluation and Policy Analysis, 1995, 17, 113-131. Also G. Frempong and D. Willms, “The Importance of Quality Schools” in: J. D. Willms (Ed.), Vulnerable Children: Findings from Canada's National Longitudinal Survey of Children and Youth, 2002. See also Francine M. Deutsch, “How Small Classes Benefit High School Students,” National Association of Secondary School Principals Bulletin, Vol. 87, no. 635, June 2003.
3 Russell W. Rumberger, “Why Students Drop Out of School and What Can Be Done”, 1-3 (Presented at the Conference on Dropouts in America, Harvard University, January 13, 2001).
4 See attached chart, from the NEA. Other studies that show a significant correlation between lower dropout rates and high teacher-student ratios include: R. W. Rumberger, “Dropping out of middle schools,” American Educational Research Journal, 1995, 32, 583-625; R. W. Rumberger and S.L. Thomas, “The distribution of dropout and turnover rates among urban and suburban high schools,” Sociology of Education, 2000, 73, 39-67; R.B. McNeal, “High school dropouts: a closer examination of school effects,” Social Science Quarterly, 1997, 78, 209-222. Most recently , an article showed a correlation between lower class size and greater percentage of students staying in school through aged 18 in Great Britain; Christian Dustmann & Najma Rajah & Arthur van Soest, “Class Size, Education, and Wages,” Royal Economic Journal, 2003, Volume 113, Issue 485.
5 John M. Bridgeland, et.al., “The Silent Epidemic: Perspectives of High School Dropouts”,
March 2006, p.13.
http://www.gatesfoundation.org/nr/downloads/ed/TheSilentEpidemic3-06FINAL.pdf
6 American Institutes for Research and SRI International, “Creating Cultures for Learning: Supportive Relationships in New and Redesigned High Schools,” April 2005; http://www.gatesfoundation.org/nr/downloads/ed/evaluation/Year%203%20Final%20Reports/Relationship%20Rpt%2010_21.pdf.
7 C. H. Tienken and C. M. Achilles, “Making Class Size Work in the Middle Grades,” AASA Journal of Scholarship & Practice, Spring 2006/Vol. 3, No. 1, pp 26-36,
http://aasa.files.cms-plus.com/PDFs/Publications/JSP/Spring2006_FINAL.pdf
8 Harold Wenglinsky, “When Money Matters,” Educational Testing Service, April 1997 ; http://www.ets.org/research/pic/wmm.pdf
9 Martha R. Asner and James Broschart, editors. VIOLENT SCHOOLS--SAFE SCHOOLS: THE SAFE SCHOOL STUDY REPORT TO THE CONGRESS. Vol. I. Washington, D.C.: United States Government Printing Office, 1978. ED 149 464.
10 Paul Barton, American Youth Policy Forum, “Order in the Classroom: Violence, Discipline and Student Learning, A Forum Brief — March 26, 1999;: http://www.aypf.org/forumbriefs/1999/fb032699.htm
11 Carol Ascher, “Gaining Control of Violence in the Schools: A View from the Field”, 1994. ERIC Digest No. 100. ERIC Clearinghouse on Urban Education, NY. (ERIC No. ED 377 256).
