Class Size and Its Effect on Academic Achievement

Maria O’ReganEdu 7201, Fall 2011

Table of Contents• Statement of Problem • Review of Literature

– Pros & Cons– Solution to over-crowding– Theorists

• Statement of Hypothesis• References

Statement of the Problem

• The population of students in one classroom with one teacher is at an all time high. With overcrowded classrooms and only one teacher in the room, the ability for a teacher to individually help each student or a percentage of the class is difficult (Blatchford, Bassett, Goldstein, & Martin, 2003).

• It has been said that "Class size is one of the variables in American K-12 education that is thought to influence student learning (Borland, Howsen, & Trawick, 2005).

Review of Literature Pros

• Students benefit more in later grades from being in small classes in early grades (Konstantopoulos & Chung, 2009) .

• Smaller class size allows for better teacher performance (Chen & Chen, 2009).

• Small classes allow for less disruption (Batchford,Baines,

Kutnick & Martin, 2001).

Cons

• Less daily social interaction (Pedder, 2006).

• More costly to have small classes (Finn & Achilles, 2003).

Review of Literature• Solution to over crowding classroom: co-teaching, aide, assistant

teacher (Thomas, 1997).

• Careful analysis of the STAR (Student/Teacher Achievement Ratio) data has made it clear that an aide in the classroom has no positive impact on student achievement or behavior (Finn & Achilles, 2003).

• Small classes of 13 to 17 students had a positive impact on student achievement (relative to regular-sized classes of 22 to 26 students) (Finn & Achilles, 2003).

• Small classes led to statistically significant improvements in reading and mathematics, and benefits were greatest for students who started in small classes early(full-day kindergarten or first grade) (Finn & Achilles, 2003).

Review of Literature

Theorists• Edward Lazear argues that students who

attend a smaller class learn more because they experience fewer student disruptions during class time, on average (Krueger & Hanushek, 2000).

• Vygotsky argued that increased social interaction is directly related to increased cognitive development (McLeod,2007).

Hypothesis(ses)

• HR 1: To teach one unit on math content and one unit on language arts by content one teacher to seven Pre-Kindergarten students from PS X in Brooklyn, NY over a six week period, three times a week for 45 minute sessions, will increase their overall content knowledge in math and language arts as measured by a math and language arts test.

• HR2: To teach one unit on math content and one unit on language arts content by two teachers to twenty-one Pre-Kindergarten students from PS X in Brooklyn, NY over a six week period, three times a week for 45 minute sessions, will decrease their overall content knowledge in math and language arts as measured by a math and language arts test.

References Akyüz, G., & Berberoğlu, G. (2010). Teacher and classroom characteristics and their relations to

mathematics achievement of the students in the TIMSS. New Horizons in Education, 58(1), 77-95. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=51301327&site=ehost-live

Batchford, P., Baines, E., Kutnick, P., & Martin, C. (2001). Classroom contexts: Connections between class size and within class grouping. British Journal of Educational Psychology, 71(2), 283. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=7258387&site=ehost-live

Blatchford, P., Bassett, P., Goldstein, H., & Martin, C. (2003). Are class size differences related to pupils' educational progress and classroom processes? findings from the institute of education class size study of children aged 5-7 years. British Educational Research Journal, 29(5), 709. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=11184894&site=ehost-live

Borland, M. V., Howsen, R. M., & Trawick, M. W. (2005). An investigation of the effect of class size on student academic achievement. Education Economics, 13(1), 73-83. doi:10.1080/0964529042000325216

Chen, W., & Chen, W. (2010). Surprises learned from course evaluations. Research in Higher Education Journal, 91(9). Retrieved fromWei-Kian, C., & Won-Sun, C. (2010). Surprises learned from course evaluations. Research in Higher Education Journal, 91-9. Retrieved from http://web.ebscohost.com.ez-proxy.brooklyn.cuny.edu:2048/ehost/detail?vid=7&hid=24&sid=6df39f1e-173f-464c-b34a-fc6da9d5ce63%40sessionmgr14&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=57463899

Finn, J., & Achilles, C. (2003). Class Size: Counting Students Can Count. American Education Research Asssociation, 1-4. Retrieved from www.aera.net/uploadedFiles/Journals_and...Points/RP_Fall03.pdf

ReferencesFunkhouser, E. (2009). The effect of kindergarten classroom size reduction on second grade student

achievement: Evidence from california. Economics of Education Review, 28(3), 403-414. doi:10.1016/j.econedurev.2007.06.005

Konstantopoulos, S., & Chung, V. (2009). What are the long-term effects of small classes on the achievement gap? evidence from the lasting benefits study. American Journal of Education, 116(1), 125-154. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=45073947&site=ehost-live

Krueger, A. & Hanushek, E. (2000). THE CLASS SIZE POLICY DEBATE .Economic Policy Institute.McLeod, S.(2007). Vygotsky. Psychology Academic Articles for Students, Simply Psychology. Retrieved

from http://www.simplypsychology.org/vygotsky.html

Pedder, D. (2006). Are small classes better? understanding relationships between class size, classroom processes and pupils' learning. Oxford Review of Education, 32(2), 213-234.

doi:10.1080/03054980600645396 Sohn, K. (2010). A skeptic's guide to project STAR. KEDI Journal of Educational Policy, 7(2), 257-272.

Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=57715544&site=ehost-live

Walther-Thomas, C. (1997). Co-Teaching Experiences: The Benefits and Problems that Teachers and Principals Report Over Time. Journal of Learning Disabilities, 30(4), 395-407. Retrieved from http://web.ebscohost.com.ez-proxy.brooklyn.cuny.edu:2048/ehost/detail?vid=3&hid=24&sid=6df39f1e-173f-464c-b34a-fc6da9d5ce63%40sessionmgr14&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=9707134012