Before and After Class Size Reduction: A Tale of Two Teachers
Abstract
Policymakers around the nation are promoting class-size reduction (CSR) as a means to improve student achievement, especially in the early grades. While research on the effects of reducing class size on achievement is mixed, a recent study of large-scale implementation of CSR in California show modest but significantly positive gains for third grade students in reduced classes (20 students maximum) compared to those in regular size classes. At the same time, most studies of CSR emphasize student outcomes and say less about the mechanisms that may contribute to those outcomes. How might small classes alter the teaching and learning environment? Our previous research comparing teaching in reduced and non-reduced third grade classes describes some differences that may contribute to learning. But theory and research have some way to go to explain this relationship. This paper contributes to the discussion by focusing on two third-grade teachers who switched from large to small classes as the CSR implementation unfolded in California. Using observational and other qualitative data, we examine hypotheses about class size and the teaching and learning environment by looking closely at these teachers' mathematics and language arts instruction. Although we find some differences in line with expectations, overall the learning environment changes remarkably little as these teachers move from large to small classes. We conclude with some speculations as to why this is the case and what it might imply for policy.
Document Details
- Document Type
- Technical Report
- Publication Date
- Jan 01, 2001
- Accession Number
- ADA389145
Entities
People
- Brian Stecher
- Cathleen Stasz
Organizations
- RAND Corporation