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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: School Organization
GeneralJournal ArticlesEJ626281 EA538305So, Where Are We with Class Size? Author: Johnson, Donald P. Availability: Journal Citation: School Business Affairs, v67 n4 p12-13,18 Apr 2001 Publication Date: 2001 ISSN: 0036-651X Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJNOV2001 Abstract: Although class-size reductions cannot guarantee better student performance, the Tennessee and Wisconsin experiences, along with other studies, suggest that successful programs share key characteristics: concentration in the primary schooling years, classes with not more than 20 students, greater benefits for urban minority students, and alignment with professional development. (MLH) Descriptors: *Academic Achievement; *Class Size; Educational Change; Elementary Education; *Program Effectiveness; *Small Classes; *Teacher Student Ratio; *Theory Practice Relationship Identifiers: *Class Size Reduction; Tennessee; Wisconsin EJ607925 EA537151 Class Size: Major Implications for School Leaders. Author: Murray, Gloria J. Availability: Journal Citation: NASSP Bulletin, v84 n615 p108-13 Apr 2000 Publication Date: 2000 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJDEC2000 Abstract: Clearly, class-size reduction has become a public-relations issue that educational leaders can use as an opportunity to communicate and gain support for all school reforms. Implications for principals include keeping the school community informed, involving teachers, knowing relevant research, and using creative class-size reduction methods. (Contains 17 references.) (MLH) Descriptors: *Administrator Role; *Class Size; Elementary Secondary Education; *Principals; *Small Classes; *Teaching Methods EJ605044 EF501950 Defining Capacity. Author: DeJong, William S.; Craig, Joyce Availability: Journal Citation: Educational Facility Planner, v35 n3 p18-22 2000 Publication Date: 2000 ISSN: 1059-7417 Language: English Document Type: Journal articles (080) Journal Announcement: CIJOCT2000 Abstract: Discusses school capacity determination for K-12 public elementary and middle schools, and special education. Capacity determination is illustrated based on 25 students per class. (GR) Descriptors: *Class Size; Elementary Secondary Education; *Enrollment Projections; Public Schools; School Space; Space Utilization; Special Education EJ601047 CS758623 Ohio Teachers' Concerns: Looking towards the New Millennium. Author: Hoffman, Amy; Newton, Evangeline Availability: Journal Citation: Ohio Reading Teacher, v33 n1 p3-5 Fall-Win 1999 Publication Date: 1999 ISSN: 0030-1035 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2000 Abstract: Surveys Ohio elementary teachers. Finds: (1) teachers of young children want support from families; (2) teachers of older students are concerned about proficiency tests; (3) technology was important to those who are in the classroom; and (4) smaller class size was the form of support that would enable them to meet their teaching challenges. (NH) Descriptors: Achievement Tests; *Class Size; Elementary Education; *Instructional Improvement; Parent Participation; *Teacher Attitudes; Teacher Response Identifiers: Class Size Reduction; *Ohio; *Teacher Needs EJ582485 PS529192 Smaller Class Size: Raising the Academic Performance of Children from Low- and Moderate-Income Families. Family Review. Author: Lindjord, Denise Availability: Oxford Publishing Co., 110 Oxford Ln., Ste. 200, Charles Town WV 25414. Journal Citation: Journal of Early Education and Family Review, v6 n2 p6-7 Nov-Dec 1998 Publication Date: 1998 ISSN: 1084-6603 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJOCT1999 Abstract: Highlights federal funding to reduce class size to improve academic performance, particularly for low-income and minority students. Details three studies, as well as teacher reports supporting the benefits of smaller class size. Suggests that reducing class size represents a preventive rather than remedial approach, but that class size must go below 20 students to make a real difference. (HTH) Descriptors: *Academic Achievement; *Class Size; Classroom Environment; Elementary Secondary Education; Federal Legislation; Low Income Groups; Minority Groups; Outcomes of Education; *Student Needs EJ579428 EA535484 Less Is More. Author: Black, Susan Availability: Journal Citation: American School Board Journal, v186 n2 p38-41 Feb 1999 Publication Date: 1999 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP1999 Abstract: The Federal government will spend $1.2 billion in 1999-2000 on the Clinton administration's Class Size Reduction Initiative. Research on K-3 class-size reduction experiments (such as Tennessee's Project STAR) show positive achievement gains, particularly for minority and inner-city students. However, better teaching and learning must be a program cornerstone. (MLH) Descriptors: *Class Size; *Federal Programs; Primary Education; Program Effectiveness; Program Implementation; *Small Classes Identifiers: *Class Size Reduction; Clinton Administration EJ568127 SP526862 Is Smaller Better? Schools Move to Reduce Class Size in Grades K-3. Author: Sullivan, Patricia Availability: Journal Citation: Our Children, v23 n7 p34-35 Apr 1998 Publication Date: 1998 ISSN: 1083-3080 Language: English Document Type: Journal articles (080); Reports--General (140) Journal Announcement: CIJFEB1999 Abstract: Reducing K-3 class size is highly recommended and broadly supported, though there are challenges with finding enough qualified teachers and providing enough classroom space. Research indicates that K-3 students in smaller classes do better academically, with minority and low-income students showing the greatest gains. The paper examines California's experiences with class-size reduction. (SM) Descriptors: *Class Size; Classroom Environment; Crowding; Educational Facilities; Educational Quality; Elementary School Students; Low Income; Minority Group Children; Primary Education; Public Education; *Small Classes; Teacher Qualifications; Teacher Student Ratio; Teaching Experience Identifiers: California EJ551983 EA533882 Small Classes, Big Possibilities. Author: Achilles, Charles M. Availability: Journal Citation: School Administrator v54 n9 p6-9,12-13,15 Oct 1997 Publication Date: 1997-00-00 ISSN: ISSN-0036-6439 Language: English Document Type: Information Analyses (070); Journal Articles (080); Reports (142) Journal Announcement: CIJMAR1998 Abstract: Conclusive research has shown the benefits of small class size (1:15), especially for primary grades. Large-scale projects in Indiana and Tennessee and numerous smaller studies found that youngsters in small classes obtain higher test scores, participate more eagerly, demonstrate improved behavior, and retain these benefits in later schooling years. Developing appropriately sized classes is essential. (12 references) (MLH) Descriptors: *Academic Achievement; *Class Size; *Educational Benefits; *Educational Improvement; Elementary Education; *Research Problems; *Small Classes Identifiers: *Priorities; Span of Control EJ527500 EA532201 Class Size Makes a Difference, But.... Author: Polansky, Harvey B.; Johnson, Donald R. Availability: Journal Citation: School Business Affairs v62 n6 p50-52 Jun 1996 Publication Date: 1996-00-00 ISSN: ISSN-0036-651X Language: English Document Type: Information Analyses (070); Journal Articles (080) Journal Announcement: CIJDEC1996 Abstract: Research indicates that it is strategic to have the smaller class sizes in the primary grades. Students who had smaller classes in the K-3 continuum continue to have better achievement than those students in regular size classes. (MLF) Descriptors: *Academic Achievement; *Class Size; *Classroom Environment; Elementary Education; Primary Education; *Student Behavior Target Audience: Administrators; Practitioners EJ526676 SO527707 Class Size in Primary Schools: Perceptions of Headteachers, Chairs of Governors, Teachers and Parents. Author: Bennett, Neville Availability: Journal Citation: British Educational Research Journal v22 n1 p33-55 Feb 1996 Publication Date: 1996-00-00 ISSN: ISSN-0141-1926 Language: English Document Type: Reports (141); Journal Articles (080) Journal Announcement: CIJNOV1996 Abstract: Questions major participants in England's school system about the problem of increasing class size. Assesses several broad areas affected by class size, including children as learners, management of resources, decision making, and teachers' classroom practices. Discovers a general consensus of concern over increasing class size. (MJP) Descriptors: Administrators; *Class Size; Classroom Environment; Crowding; *Educational Policy; *Educational Practices; *Educational Quality; Elementary Schools; Foreign Countries; Parent School Relationship; *School Administration; Teacher Attitudes; *Teacher Student Ratio; Teaching Conditions; Time on Task Identifiers: *England Target Audience: Researchers; Teachers; Practitioners DocumentsED440430 EA030338Capitalizing on Small Class Size. ERIC Digest Number 136. Author: O'Connell, Jessica; Smith, Stuart C. Institutional Author: ERIC Clearinghouse on Educational Management, Eugene, OR.(SJJ69850) Availability: ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: April 2000 Report Number: EDO-EA-00-2 Language: English Pages: 3 Document Type: Information Analysis (070); ERIC product (071); ERIC digests in full text (073) Journal Announcement: RIEOCT2000 Abstract: This Digest examines school districts' efforts to reap the greatest benefit from smaller classes. Although the report discusses teaching strategies that are most effective in small classes, research has shown that teachers do not significantly change their teaching practices when they move from larger to smaller classes. Smaller classes mean teachers can spend less time on discipline and more time on individualized instruction, yet the key to success in class-size-reduction (CSR) initiatives is high-quality instruction. However, the growing demand for teachers has swelled the ranks of those teachers lacking full credentials, and the report emphasizes the importance of staff development, which should be ongoing, school-based, and geared toward creating a professional community where teachers find out together what works for their students. In addition to a shortage of qualified teachers, CSR has placed a premium on classroom space. Schools have met this challenge by using portables, by remodeling existing spaces, and by reopening closed schools. Smaller schools have various options when using federal funds. Finally, the Digest offers some guidelines on what districts should focus on in class-size policy, including the targeting of money and other resources to minority and low-income students who stand the most to gain from CSR. (Contains 12 references.) (RJM) Descriptors: Board of Education Policy; *Class Size; Educational Facilities; Elementary Secondary Education; Professional Development; Teacher Student Ratio; *Teaching Methods Identifiers: *Class Size Reduction; ERIC Digests Contract Number: ED-99-C0-0011 Geographic Source: U.S.; Oregon ED440198 UD033493 How Small Classes Help Teachers Do Their Best: Recommendations from a National Invitational Conference. Institutional Author: National Research Center on Education in the Inner Cities, Philadelphia, PA.(BBB33356) Availability: EDRS Price MF01/PC02 Plus Postage. Journal Citation: CEIC Review, v9 n2 Mar 2000 Sponsoring Agency: Mid-Atlantic Lab. for Student Success, Philadelphia, PA. (BBB33944)@; Department of Education, Washington, DC. (EDD00001) Publication Date: March 2000 Language: English Pages: 26 Document Type: Collected works--Proceedings (021); Collected works--Serials (022) Journal Announcement: RIESEP2000 Abstract: This theme issue provides a synopsis of the step-by-step recommendations generated by participants at a conference on the implementation of class size reduction. It also contains summaries of the commissioned papers on research and practical knowledge about class size reduction. Recommendations focused on the major topic areas of improving organizational and implementation support, professional development focusing on classroom practice, dissemination of the knowledge base about class size, and further research and development needs. The commissioned papers summarized are: (1) "Early and New Findings from Tennessee's Project STAR" (Jayne Boyd-Zaharia and Helen Pate-Bain); (2) "Teacher Aides: An Alternative to Small Classes?" (Jeremy D. Finn, Susan B. Gerber, and Stacey L. Farber); (3) "Why Should Reduced Class Size Lead to Increased Student Achievement?" (Lorin W. Anderson); (4) "Professional Development and Implementation of Class Size Reduction" (Carolyn M. Evertson); (5) "How Might Teachers Make Smaller Classes Better Classes?" (Jere Brophy); (6) "The California Class-Size Reduction Evaluation: Lessons Learned" (George W. Bohrnstedt, Edward W. Wiley, and Brian M. Stecher); (7) "Wisconsin's Student Achievement Guarantee in Education (SAGE) Class-Size Reduction Program: Achievement Effects, Teaching and Classroom Implications" (Alex Molnar, Philip Smith, John Zahorik, Amanda Palmer, Anke Halbach, and Karen Ehrle); (8) "Ten Years of Small Class Size in Burke County, North Carolina" (Pauline Egelson and Patrick Harmon); (9) "Should Class Size Be a Cornerstone for Educational Policy?" (Charles M. Achilles and Jeremy D. Finn); (10) "Using Class-Size Reduction Resources To Create a Learning Community: A Case Report of Gundry Elementary School" (Matthew Hanson); (11) "Part-Time Class Size Reduction at Fall City Elementary" (Kathleen Cotton and Joyce Riha Linik); (12) "Johnson Elementary School: A Case Report" (Caitlin Howley-Rowe); (13) "An Economist's View of Class Size Research" (Alan B. Kreuger); and (14) "School Characteristics and Classroom Practice: Smaller versus Larger Classrooms" (Margaret C. Wang and Judith C. Stull). (SLD) Descriptors: *Class Size; Educational Practices; Elementary Secondary Education; Information Dissemination; Professional Development; Research Needs; *Small Classes; Teacher Student Ratio Geographic Source: U.S.; Pennsylvania ED438628 EA030270 Earning and Learning: How Schools Matter. Author: Mayer, Susan E., Ed.; Peterson, Paul E., Ed. Availability: Brookings Institution Press, 1775 Massachusetts Avenue, NW, Washington, DC 20036-2188 (clothbound: ISBN-0-8157-5528-7, $42.95; paperbound: ISBN-0-8157-5529-5, $18.95). Tel: 800-275-1447 (Toll Free); Fax: 202-797-6004; e-mail: BIBOOKS@brook.edu; Web site: http://www.brookings.edu. Publication Date: 1999 ISBN: 0-8157-5528-7 Language: English Pages: 365 Document Type: Book (010); Collected works--General (020) Journal Announcement: RIEAUG2000 Abstract: This book examines the effects of learning on income and other life outcomes. It focuses on particular aspects of schooling that influence the way a child learns, such as age at entry, classroom size, and curriculum, as well as the effectiveness of structural reforms, like national or statewide exams or school choice. Of particular interest is the relationship between cognitive test scores and economic success. The 13 chapters are divided into two parts. Part 1, "Schooling, Cognitive Skills, and Future Earnings," features articles on aptitude and achievement and the ability of test scores to predict educational attainment and earnings, economic success and the evolution of schooling and mental ability, and whether the timing of school affects how much children learn. Part 2, "Improving Schooling," centers on school reforms and how much they matter in the schooling/earnings debate. These chapters discuss the impact of class size on school achievement, the effects of math and math-related courses in high school, whether hard courses and good grades enhance cognitive skills, incentives and learning, the effects of school choice on curriculum and educational environment, the effects of school choice in New York City, and the costs and benefits of school reform. (Contains an index and approximately 320 references.) (RJM) Descriptors: Academic Achievement; *Class Size; *Cognitive Ability; Curriculum Design; Economic Opportunities; *Economic Status; *Educational Change; Elementary Secondary Education; Free Enterprise System; *Income; *School Choice; Scores Descriptive Terms: Co-published by the Brookings Institution Press and the Russell Sage Foundation. Geographic Source: U.S.; District of Columbia ED433977 RC022051 School Size and Class Size in Texas Public Schools. Policy Research Report Number 12. Institutional Author: Texas Education Agency, Austin. Div. of Policy Planning and Evaluation.(BBB30859) Availability: Texas Education Agency, P.O. Box 13817, Austin, TX 78711; For full text: http://www.tea.state.tx.us/research/abs2.htm . Governmental Status: State Publication Date: January 1999 Language: English Pages: 33 Document Type: Information Analysis (070); Reports--Research (143) Journal Announcement: RIEFEB2000 Abstract: In response to an enrollment increase of 666,961 students over the past 10 years, Texas public schools have increased in both number and size. The number of Texas high schools with over 2,000 students increased by 35 percent from 1987-88 to 1997-98, and these very large schools now make up 14 percent of all regular instructional high schools. Furthermore, the number of elementary and middle schools with 900 or more students increased by 30 and 53 percent, respectively, during that period. Recent research suggests that smaller schools may be more efficient at providing conditions conducive to student learning. One of those conditions is smaller classes. This report presents an overview of findings from school size research conducted nationally over the past two decades. Moreover, school size trends in Texas are described, and the relationship between school size and student academic performance in Texas is analyzed. In addition, Texas policy related to student-teacher ratios and class size is reviewed, and the relationship between student-teacher ratios and school size is examined. Finally, a review of class size research conducted nationally presents findings in the areas of school climate; academic achievement; and principal, teacher, and parent perceptions. Financial considerations in decisions to reduce class size are also discussed. Data tables present school characteristics for various size categories and list class size policies by state. (Contains 84 references and 7 tables.) (SV) Descriptors: *Academic Achievement; Advanced Courses; *Class Size; Educational Environment; Educational Policy; Elementary Secondary Education; Enrollment Trends; Expenditure per Student; *Institutional Characteristics; *Public Schools; *School Size; Small Schools; *Teacher Student Ratio Identifiers: Large Schools; *Texas Geographic Source: U.S.; Texas ED432057 EA029927 Let's Put Kids First, Finally: Getting Class Size Right. Author: Achilles, Charles M. Availability: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-5323; Tel: 805-499-9774; e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com (paper: ISBN-0-8039-6807-8, $23.95; library edition: ISBN-0-8039-6806-X, $53.95). Publication Date: 1999 ISBN: 0-8039-6807-8 Language: English Pages: 219 Document Type: Book (010) Journal Announcement: RIEDEC1999 Abstract: This book contains vignettes and observations provided by teachers who conduct small classes in primary grades. Designed for school leaders, teachers, administrators, students, and others who care about the future of education, the text presents findings from the Student Teacher Achievement Ratio (STAR), the DuPont Study, and the Lasting Benefits Study. It offers first-hand observations that demonstrate specific applications of teaching and learning in a small classroom, and the positive effects and lifelong outcomes that originate in small classes. The material is divided into 10 chapters. Chapter 1 provides a synopsis of Project STAR and gives an analysis of class size and its consequences. Recent antecedents of class-size interest are explored in chapter 2, followed in chapter 3 by an explication of the importance of observing teaching in action. Chapter 4 outlines studies that examined various-sized classes, and chapter 5 relates lessons learned from small classes. The next two chapters focus on the benefits of small class sizes and discuss teaching in small classes and the issues that surround small class instruction. The last three chapters examine public perceptions of the class-size debate, the problems in implementing improved teacher-student ratios, and the evidence that shows class size does matter. (Contains an index, suggested readings, an annotated bibliography, and approximately 145 references.) (RJM) Descriptors: *Class Size; Classroom Environment; Educational Change; Educational Improvement; Elementary Secondary Education; *Small Classes; State of the Art Reviews; *Student Welfare Identifiers: *Student Teacher Achievement Ratio Project TN Geographic Source: U.S.; California ED429349 EA029754 Class Size. Author: Johnston, Holly R. Availability: EDRS Price MF01/PC04 Plus Postage. Publication Date: May 1998 Language: English Pages: 79 Document Type: Dissertations/Theses (040); Information Analysis (070) Journal Announcement: RIESEP1999 Abstract: Exploring the class-size issue, this paper focuses on the primary grades and asks questions such as "does a reduction in class size promote an increase in academic achievement?" and "how substantial does the reduction in numbers have to be in order for a significant increase to occur?" The paper surveys debates on class size and the social factors that surrounded these debates. It outlines the results of class-size research and discusses what are considered optimum class sizes. Ways to capitalize on smaller class size are detailed, along with the issues surrounding research on class size. The paper suggests that reducing class size should be matched with a change in teacher behavior and that teachers should receive extensive and continuous training to alter their teaching strategies. The paper concludes that a reduction in class size at the earliest grades offers significant advantages not only in achievement results, but also in other important outcomes. Smaller classes build a sense of belonging in students, enabling them to increase in self-esteem and achievement. It is recommended that future studies on class size should examine the longevity of effects of reducing class size in order to guard against the effects of novelty and other influences. (Contains 47 references.) (RJM) Descriptors: Academic Achievement; *Class Size; Classroom Environment; Educational Research; Primary Education; Small Classes; *State of the Art Reviews; *Teacher Student Ratio Descriptive Terms: Master's Research Paper, St. Cloud State University. Geographic Source: U.S.; Minnesota ED407387 SP037303 A Review of Literature: Special Education and Class Size. Author: McCrea, Linda D. Availability: Sponsoring Agency: Michigan State Board of Education, Lansing. Publication Date: 1996-09-30 Copy Availibility: EDRS Price MF01/PC02 Plus Postage. Language: English Pages: 32 Document Type: Information Analyses (070) Journal Announcement: RIESEP1997 Abstract: This review has two parts: the first concerns class size and general education; the second, class size and special education. The general education review is in four sections: (1) foundational class size research; (2) critiques of the foundational works; (3) extended research; and (4) five studies in class size research conducted by states. The second part (on special education) reviews representative samples from an ERIC search of approximately 387 articles. These studies were: a national survey conducted by the University of Minnesota (1989) to document student to teacher ratios; also at the University of Minnesota (1993) an investigation of ratios of less than 15:1; a study conducted by the Virginia State Department of Education (1994) on special education program standards; another study in Virginia (1993) that investigated whether class size and class mix influenced educational outcomes; a New York State Education Department study to evaluate the impact of larger class size on those involved in the special education delivery system; and a study of individual caseloads. The review of these special education studies found that: (1) the maximum student to teacher ratio in special education is usually 15:1; (2) students are generally grouped by academic performance, not by their educational and management needs; (3) smaller classes provide better environments for learning, especially at the elementary level; (4) student achievement and behavior are affected by class size; (5) class size is impacted by other variables, including use of paraprofessionals and teacher experience; and (6) there is no one best teaching methodology to assure students success. (Contains 36 references.) (JLS) Descriptors: Academic Achievement; *Class Size; Disabilities; Educational Policy; Educational Research; Elementary Secondary Education; *Small Classes; *Special Education; Special Education Teachers; State Regulation; *Teacher Student Ratio Level: 1 Geographic Source: U.S.; Michigan |