I-1351 - Class Size Initiative - Research

I-1351 – Class Size Initiative / Research on Reduced Class Size – 2007 to 2013

Research provides consistent evidence that reduced class size has an impact on academic achievement. Academic effects last a number of years following the intervention; the non-cognitive impacts benefit students at all grades and beyond. Because student engagement increases in smaller classes, research is warranted to precisely identify the classroom processes that link reduced class size and increased achievement.

Washington State Institute for Public Policy 2007

http://www.wsipp.wa.gov/rptfiles/07-03-2201.pdf

In March 2007, the Washington Institute for Public Policy examined 38 rigorous studies on class size to calculate the effect size of reduced class size, i.e., “the degree to which academic performance is improved as a result of a reduction in class size.” (Page 7) They found that class size reductions are most effective in the early grades, less so for grades 3-6, and little or no gain for middle school and high school. They then calculated the cost/benefit of reduced class size (by 1 student) for the elementary grades, including the cost of facilities and bonds. Each dollar spent on reduced class size at the K-2 level generates $2.79 in benefits. At Grades 3-6, each dollar generates $1.38 in benefits.

Lubienski et al. 2008

http://www.classsizematters.org/wp-content/uploads/2011/04/lubienski.pdf

Lubienski, Lubienski, and Crane utilize the performance of private school and public school students on the National Assessment Educational Progress math assessment and its attendant data to examine the effects of class size at the 4th grade level. While this study reveals a correlation rather than a causal relationship, the innovative, rigorous approach encourages confidence in the findings.

Peter Blatchford, Paul Bassett and Penelope Brown 2008 (UK study) http://www.classsizeresearch.org.uk/aera%2008%20paper.pdf

These authors systematically examined classroom interactions and student engagement in smaller and larger classes. Students were more likely to be actively engaged in smaller classes – this was true at all levels of schooling and for all students but this research recommends focusing on lower attaining students at the secondary level

Babcock and Betts, 2009

http://www.nber.org/papers/w14777

Babcock and Betts examine classroom processes comparing California classrooms at Grade 3 and Grade 4. Class size reduction was funded through Grade 3. These authors found, like Blatchford et al. that the element in smaller class sizes that best impacts low performing students is engagement.

Dee & West 2011

http://epa.sagepub.com/content/33/1/23

Reanalysis of longitudinal data base (NELS) enables comparison of class size effects on non- cognitive skills for middle school students. Engagement effects last 2 years beyond the 8th grade intervention and are particularly strong for students in urban schools.

Chetty et al., 2011

http://www.classsizematters.org/wp-content/uploads/2011/04/Chetty-et-al3.pdf

Students in small Kindergarten classes are more likely to go to college. The effects of small classes in early grades fade out in terms of academic test scores but non-cognitive effects continue into adulthood. Chetty et al. used public records to follow up on the participants in the STAR (Student Teacher Achievement Ratio) study, finding, for example, an increase in the number who go to college compared to students in regular class sizes.

Konstantopoulos and Chung, 2009

http://www.classsizematters.org/wp-content/uploads/2011/04/Konstantopoulos_2009.pdf

Konstantopoulos and Chung re-examined STAR data to determine if smaller classes K-3 have an impact on the achievement gap in grades 4-8, comparing the effects on low and high achieving students. They found that smaller classes benefit all students though the 8th grade, though somewhat diminished. The cumulative effect of smaller classes at more than one grade level at the K-3 level was confirmed. In Konstantopoulos’ studies, the effect of class size on the achievement of lower and higher achieving students is ambiguous.

Peter Fredriksson et al, 2011 Sweden

http://ftp.iza.org/dp5879.pdf

Fredriksson et al. took advantage of a class size policy in Sweden and rich administrative data sets to examine the long-term effects of class size, finding lasting benefits of smaller class sizes for students aged 10 – 13 in cognitive test scores through age 18 and wages at ages 27 to 42.

Graue, Rauscher and Sherfinski 2009

http://varc.wceruw.org/sage/Graue%20et%20al%20Synergy%20of%20class%20size%20reduction%20an d%20classroom%20qual.pdf

These researchers explore, through longitudinal qualitative methods and the Classroom Assessment Scoring System, data from the Wisconsin class size initiative. They found that smaller class sizes and the greater interaction between teachers and students increased student achievement. They argue for synergy between classroom processes and reduced class sizes.