Douglas D. Ready and Valerie E. Lee, “Optimal Context Size in Elementary Schools: Disentangling the Effects of Class Size and School Size,” Brookings Papers on Education Policy,- 2006/2007, pp. 99-135. Study finds that class size rather than school size makes a positive difference, and suggests that”if children remained in the same elementary school for five or six years … differences would be very substantial: a roughly 10-point advantage for children in small over large classes by the end of sixth grade, or 4.5 months of additional learning.”
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- The city's attempt to bury the news of its rejection of the Blue Book Working Group's recommendations on class size July 29, 2015
- City’s rejection of class size recommendations of the DOE working group betrays top priority of parents and de Blasio campaign promises July 28, 2015
- IBO analysis fails to mention important differentials in charter funding July 23, 2015
- How the question left out of the DOE parent survey was the most interesting of all July 22, 2015
- Our comments at last night's Contract for Excellence hearings July 20, 2015