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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- Ghosts of NYC past return to haunt the news: the Rise and Fall of Amplify August 28, 2015
- DOE makes false claims in response to our lawsuit to keep School Leadership Team meetings public August 25, 2015
- Proposed regulation that would make it more difficult to integrate our schools to be voted on tomorrow night August 25, 2015
- How the Chancellor and Mayor have allowed DOE's reputation to be sullied by refusing to clean house August 18, 2015
- Update on state tests, opt outs, meeting with Commissioner and last chance to sign our petition! August 13, 2015