Abstract
This paper deals with explanation and evaluation of positive effect of small size classes. In brief it shows history of researches of Glass and Smith on beneficial effect of small size classes and how further findings led to Tennessee’s Student Teacher Achievement Ratio (STAR) experiment. After insight in history of this question one observes current situation with small sized classes and CSR. Moreover, there are examples that show positive effect of small size classes for students as well as for teachers. Using research data this paper illuminates why students of small size classes are more successful in school performance than their schoolmates from large classes. Also, this paper discusses how teacher may benefit from small size classes. Furthermore, role of teacher in small size classes is evaluated in this paper. In addition one sees current situation in educational system that lacks money for proper work of CSR.
Educational issues are a great concern in all countries throughout the world. Immense numbers of researchers try to evaluate and analyze teaching and learning process in order to improve it. Thus, the question of class size was discussed and studied for several decades and still remains an open question. Moreover, the idea of class size reduction (CSR) is widely implemented in the U.S. and “the idea is popular with parents and politicians alike — at least 40 states have carried out some kind of class-size reduction in the past 15 years — and the Legislature in Washington has pledged to reduce average class sizes in kindergarten through third grade to 17 students by the fall of 2017.” (Higgins, 2014) With this in mind a question arises – how does class size affect students? The vast majority of researchers like Blake, Glass and Smith, Hedges and Stock etc. state that there is a visible connection between size of class and students` performance and achievement in school as well as later in life. (In-Soo, & Young, 2009) They claim that students who are in small size classes show better results in learning new material and have better behavior during the learning process. Moreover, it is obvious that the more people sit in one room the harder it is to maintain interest, order and deliver new material to students. Furthermore, big size classes prevent students from full participation and attention in class, especially it concerns students with attention disorders; while small size classes make students truly take part in the lesson because they cannot hide in the back of the class behind other students. In order to evaluate pros of small size classes one should evaluate their influence on students` performance. It can be achieved only through analyzing research data along with the current situation in class size reduction (CSR) which will show positive effect of small size classes on students` learning process.
It should be mentioned that “the history of the class size study and policies in the U.S. are quite long, beginning in the 1930s.” (In-Soo, & Young, 2009) A lot of researchers denied the connection between class size and students' performance. For instance, Glass and Smith claimed in their meta-analysis research that “Review after review of the topic has dissolved into cynical despair or epistemological confusion. The notion is wide-spread among educators and researchers that class size bears no relationship to achievement. It is a dead issue in the minds of most instructional researchers. To return to the class-size literature in search of defensible interpretations and conclusions strikes many as fruitless.” (Glass and Smith, 1980) However, after analyzing 80 various studies from 1925 to 1978 Glass and Smith proved that students` achievement and class size are tightly connected. Thus, they stated that “As class-size increases, achievement decreases. A pupil, who would score at about the 63rd percentile on a national test when taught individually, would score at about the 37th percentile in a class of 40 pupils” (Glass and Smith, 1980) Moreover, their meta-analysis found that this connection between the number of students in class and performance rates do not depend upon subject, cognitive abilities of students or other peculiarities of a class. In fact, the only thing that was affecting achievement was number of people in one class. Thus, Glass and Smith claimed that “there was a clear and strong relationship between class size and student achievement: compared with a class of 30 students, students in a class of 15 students perform about 15 percentile points higher.” (Zyngier, 2014) However, further researches showed that Glass and Smith studies are questionable from statistical point. (In-Soo, & Young, 2009) Glass and Smith studies created a lot of fierce debate about their validity and credibility; however, it is important to realize that obvious connection between class size and students` performance and achievement in class became more evident than ever. They managed to prove connection between size of class and its achievement in process of studying.
Moreover, this awareness later turned into other experiments and researches; for instance, Tennessee’s Student Teacher Achievement Ratio (STAR) experiment where over “11,500 students and 1,300 teachers in 79 Tennessee elementary schools were randomly assigned to small or regular-sized classes from 1985-89.” (Schanzenbach, 2014) The participant students were in the experiment from kindergarten through their third grades. Moreover, “Because the STAR experiment employed random assignment, any differences in outcomes can be attributed with great confidence to being assigned to a smaller class. In other words, students were not more or less likely to be assigned to small classes based on achievement levels, socio-economic background, or more difficult-to-measure characteristics such as parental involvement.” (Schanzenbach, 2014) The STAR results showed that students had better achievement on math and reading standardized tests. (Schanzenbach, 2014) Their performance improved by “about 0.15 to 0.20 standard deviations (or 5 percentile rank points) from being assigned to a small class of 13-17 students instead of a regular sized class of 22-25 students.” (Schanzenbach, 2014) Moreover, after reducing number of students in class racial minority groups and students from low socio-economic status families showed better and higher performance in class compared to other students. Furthermore, this experiment revealed that not only students increased their ratings and achievements, but also teachers who changed their approach to teaching. Due to decreased number of students they had ability to try different strategies to promote learning that were impossible to implement in a big class. For instance, teachers had the opportunity to monitor student`s progress and when needed re-teach student if he/she had difficulties in understanding new material. (Schanzenbach, 2014) It should be mentioned that teachers had more time to explain something new in an unusual way because they did not need to spend time on remarks about order and behavior during a lesson. Another key point is that after the end of this experiment students who attended small size classes showed a better performance in life compared to their school-mates who were assigned to regular-size classes. (Schanzenbach, 2014) For instance, reduced class students succeeded more in such spheres of life like “high school graduation, college enrollment and completion, quality of college attended, savings behavior, marriage rates, residential location and homeownership.” (Schanzenbach, 2014) As can be seen researches revealed positive effect of small size classes for both teacher and students.
Also, it should be mentioned that positive results of small size classes are the strongest for elementary school students. (Bruhwiler & Blatchford, 2011) Levels of pupils` achievement and higher test scores are evident in primary grades. With higher grade the rate of school performance decreases. In senior grades of school number of students in class plays not that important role compared to elementary and primary school. (Higgins, 2014) “Small classes make the biggest difference for early elementary school students, while for many high school students smaller classes do not make a significant difference in academic performance.” (Bruhwiler & Blatchford, 2011) However, this fact does not dismiss or lessen role of small size classes in educational process. On the contrary, implementation of CSR in elementary grades creates a firm basis for person`s further development and increases achievement. It is a key fact that small classes are more effective in elementary and primary school because during this period of time child acquires love and interest to knowledge which must not be ruined but empowered. “That is, students who have smaller classes in early elementary grades continue to benefit from this experience even if they are in larger classes in upper elementary or middle school” because they had more secure surrounding. (Bruhwiler & Blatchford, 2011) Moreover, small size class create friendly and more secure atmosphere for those pupils who are shy or introverted by their nature. This feeling of security that is created by small size classes in elementary grades will help pupils to be more confident and to speak their mind more freely. As can be seen small size classes in elementary school are important and are better for pupils` establishment as diligent and confident learners. However, taking into consideration latest studies that illuminate small size class relevance mostly during elementary grades along with technological development and dramatic changes compared to 1985-89 is CSR still relevant?
It is not only relevant but is widely used through the U.S. Moreover in 2014 “The Legislature in Washington has pledged to reduce average class sizes in kindergarten through third grade to 17 students by the fall of 2017” and “Initiative 1351 on the Nov. 4 ballot would go even further, lowering average class sizes to 25 for grades four through 12 in Washington’s schools (with smaller sizes for schools where the majority of students come from low-income families).” (Higgins, 2014) With this in mind one sees that CSR takes not the last place in developing and planning learning process. Moreover, minority and foreign students who face difficulties in English literacy, smaller classes enhance academic performance. (Bruhwiler & Blatchford, 2011) Small sized classes help to overcome several problems for teacher, as well. First, teachers give students better instructions in classes with small number of people. They may practice new strategies and techniques. However, not all teachers are eager to change their approach to teaching and explaining. This problem is connected with teacher`s lack of experience or professionalism. The second beneficiary thing from small sized classes is the behavior of students. They conduct better and pay more attention in smaller groups because they are on display and cannot hide behind their classmates. Moreover, with order in class teacher does not have to spend time on discipline management which gives additional time for something new to learn or explain. Third, small classes create atmosphere of security and a shy child may have an opportunity to open up because the number of listeners is not that big. It suits perfectly for minorities and foreign students who due to their poor knowledge of English cannot fully participate in class. With this in mind small sized classes create a friendly atmosphere that is aimed at making learning easy and interesting. Moreover, my personal experience confirms that small size classes are better. Studying in both small and large classes I can compare their advantages and disadvantages. For instance, being a student at Western New England University I was in large size classes where I witnessed problem of participation. In large classes I noticed that not all students participated in discussions because they were shy like me or they were simply ignored by teacher because with such a great number of students in room sometimes it was difficult for teacher to notice some remarks or questions. While my present educational establishment, Robert Morris University, has a lot of small size classes where I feel more confident and I can see changes in my ratings because I am not shy during class any more. Also, I noticed that in classes with less number of students teacher manages to cover more material compared to large classes. Small size classes are the best for people who are shy like me or who are uncomfortable in large groups of people.
Point often overlooked is that proper functioning and increase in students` performance is impossible without proper teacher`s work. Teacher is the main coordinator of learning process and without his/her thoughtful approach to teaching all benefits from small sized classes may be pointless. Thus, the “U.S. Secretary of Education Arne Duncan to philanthropist Bill Gates has urged districts to consider waiving class size policies in favor of giving more students a chance at being taught by a highly effective teacher.” (Richmond, 2013) As can be seen idea and research results show that small sized classes are a great tool in increasing school performance and creating friendly environment for students but without proper work of teachers this benefit is nothing. On the other hand implementation of CSR requires a lot of financial support and change or re-teaching teachers in order to make CSR work properly. A lot of teachers do not change their strategies and approach to teaching which lessens effect of small size classes. Must be remembered the STAR project which demonstrated that small sized classes have a positive effect but “Wisconsin achieved similar results to Tennessee, but California did not, which showed that simply making classes smaller is not all that needs to be addressed.” (Higgins, 2014) This once more highlights the effectiveness of small sized classes and draws attention to the financial aspect of this CSR. Moreover, researchers agree “that lower class sizes, at least in the earliest grades, are linked to positive educational benefits such as better test scores, fewer dropouts and higher graduation rates, especially for disadvantaged children.” (Higgins, 2014) However, they disagree on whether those benefits will cover the expenses — “I-1351 would cost nearly $5 billion through 2019 for more teachers and other school staff” (Higgins, 2014) As can be seen the effectiveness and beneficial impact of small sized classes is not a question any more. CSR creates fierce disputes among authorities that face the other question now – from where to take money to deposit in this education evolvement?
All things considered small sized classes and CSR have only beneficial effect on student`s performance and achievement. Taking into consideration various meta-analysis and research data one sees that small sized classes gave a positive impact on students not only during learning process but also later in life. For instance, Tennessee’s Student Teacher Achievement Ratio (STAR) experiment which showed that children who took part in this project went better in life compared to their schoolmates who stayed in regular classes. Moreover, small sized classes give a great opportunity for teacher to implement new approaches in teaching new material. Also, teacher has more free time because he/she is less busy with behavior management. Furthermore, such classes create friendly atmosphere which will help shy students or foreigners with poor English to participate freely and open more. This friendly atmosphere will help teacher to explain some new notions once more without being afraid that someone will miss it or will not hear because of noise. However it should be mentioned that successful implementation of CSR is impossible without proper preparation of teachers because they are conducting lessons. Small sized classes are a great environment in which teacher has a great opportunity to convey his/her knowledge and fuel in student desire to learn more.
References
Blatchford, P., Goldstein, H., Martin, D., & Browne, W. (2002). A study of class size effects in English school reception year classes. British Educational Research Journal, 28 (2), 169–185.
Glass, G, and Smith, M (1979). Meta-analysis of research on class size and achievement, Educational Evaluation and Policy Analysis, 1(1): 2–16
Higgins, J. (2014). Does class size matter? Research reveals surprises. The Seattle Times. Retrieved 16 April 2016, from http://www.seattletimes.com/seattle-news/education/does-class-size-matter-research-reveals-surprises/
In-Soo, S., & Jae Young, C. (2009). Class size and student achievement in the United States: A meta-analysis. KEDI Journal Of Educational Policy, 6 (2), 3-19.
Richmond, E. (2013). Is It Better to Have a Great Teacher or a Small Class?. The Atlantic. Retrieved 16 April 2016, from http://www.theatlantic.com/education/archive/2013/11/is-it-better-to-have-a-great-teacher-or-a-small-class/281628/
Schanzenbach, D.W. (2014). Does Class Size Matter? Boulder, CO: National Education Policy Center. Retrieved 16 April 2016 from http://nepc.colorado.edu/publication/does-class-size-matter.
Zyngier, D. (2014). Class size and academic results, with a focus on children from culturally, linguistically and economically disenfranchised communities. Australian Policy Online. Retrieved 16 April 2016, from http://apo.org.au/resource/class-size-and-academic-results-focus-children-culturally-linguistically-and-economically
