Is There a Relationship between Class Size and Student Achievement?

Abstract

This paper takes a look at several different class size reduction studies and their findings. The first study is Project STAR (Student-Teacher Achievement Ratio) which took place in Tennessee beginning in 1985. The Lasting Benefits Study (1989) and Project Challenge (1989) were continuation studies of Project STAR. Project Prime Time took place in Indiana during the 1984-85 school year. It was a state-supported program to reduce class size in kindergarten through third-grade classes. The Farmingham Heart Disease Epidemiology Study (1948) and the Follow-up Study links education issues from Project STAR and health issues together. Student Achievement Guarantee in Education (SAGE) was Wisconsin’s initiative to reduce student-teacher ratios for low-income students in kindergarten through third grades to 15:1. California’s Class-Size Reduction (CSR) Program committed more than $1 billion a year to provide a powerful incentive for school districts to reduce the number of students in kindergarten through third grade classes. The Glass and Smith Study, which took place in 1978 and 1979, presented the results of statistical integration of class-size and student achievement research. Nevada’s Class Size Reduction Act was designed to reduce the pupil-teacher ratio in several steps. It is concluded from these studies that students as well as teachers do benefit from smaller class sizes in primary grades. However, for a class-size reduction program to be successful other factors besides just lowering the number of students in a classroom also need to be implemented into the program. Among the factors that appear to contribute to the success of class size reduction programs were ones such as teacher preparation, curriculum and early childhood education.