Welcome
A recent Brookings Institute report, Class Size: What Research Says and What it Means for State Policy, pointed out that schools can realize meaningful increases in student achievement if they reduce class sizes by 7-10 students. According to Sen. Phil Berger, the GOP wants to reduce classes from 18 students to 15 students, but research suggests that they would need to reduce average class sizes to 8-11 students to produce sizable, long-term gains. In this week’s CommenTerry, I summarize class-size research that is relevant to the ongoing education budget debate.
Bulletin Board
- Learn what politicians, leftwing economic professors, and the liberal media don’t want you to know about economics, all without the confusion and clutter of complicated mathematical equations. Attend the Civitas Institute’s Free Market Academy on Tuesday, June 7 and Wednesday, June 8 from 6:30 p.m. to 9 p.m. at the Charles Mack Citizen Center in Mooresville, N.C. (Please note: The workshop will be divided into two evening sessions.) Cost is $5.00. Register online at http://www.nccivitas.org/events or call 919-834-2099.
- Early April marks a major milestone for college-bound high school seniors: the end of a long college search. That task may be easier in the future, thanks to a new web site created by the John William Pope Center for Higher Education Policy. NC College Finder (nccollegefinder.org) provides a wide range of information on 54 accredited four-year universities in the state.
- The North Carolina History Project would like educators and homeschool parents to submit lesson plans suitable for middle and high school courses in North Carolina history. Please provide links to NC History Project encyclopedia articles and other primary and secondary source material, if possible. Go to http://www.northcarolinahistory.org/edu_corner for further information.
- You will find wisdom, knowledge, and purpose at our research newsletter archive.
CommenTerry
A few weeks ago, I outlined my objections to the NC Senate majority’s plan to reduce class sizes in grades K-3. For those who did not catch it, the following is a summary:
- Recent studies of class sizes in North Carolina public schools suggest that there is a weak or no significant relationship between small class sizes and student achievement. In addition, teachers’ perceptions about their class sizes were not found to have a significant relationship to teacher job retention. (See Adam Felix Nwankwo, "School-Based Accountability Indicators as Predictors of Academic Performance and Adequate Yearly Progress," dissertation, George Washington University (2009); Jeffrey B. Maples, "An Analysis of the Effects of Class Size on Student Achievement in Selected Middle Schools in the Sandhills Region of North Carolina," dissertation, Fayetteville State University (2009); Jenna-Marie Caron Nelson, "The Effect Of Class Size On A Teacher’s Job Satisfaction In A Southeastern Urban LEA," master’s thesis, UNC-Chapel Hill (2008); and Metis Associates, "Third Annual Evaluation Report, High Priority Schools Initiative: 2004-2005" (2005).)
- Other recent studies of class size reductions in other states have encountered similar findings. In 2002, Florida implemented a statewide policy to lower classroom size by setting a universal cap on classroom size. A 2010 Harvard University study found that classroom size reductions had little, if any impact on student achievement. (See "The Impact of a Universal Class-Size Reduction Policy: Evidence from Florida’s Statewide Mandate" by Matthew M. Chingos, John F. Kennedy School of Government, Harvard University, August 2010.)
- The problem with class size mandates is not the number of students but how the dollars are designated. These mandates create a structure that is inflexible and isolates teachers, inhibits collaboration, and makes it harder for students to receive individual attention. (See "The Numbers Game: Why Class Size Mandates Miss the Point" by Stephen Frank, Education Next, August 2010.)
- North Carolina has lower class sizes than the national average for both self-contained and departmental classes.
- Class sizes in the United States are higher than the international average but lower than the class sizes of top-performing nations (see Facts and Stats below).
According to a New York Times article, U.S. Secretary of Education Arne Duncan said that he would prefer to put his own school-age children in a classroom with 28 students led by a "fantastic teacher" than in one with 23 and a "mediocre" teacher. I agree. Lawmakers need to refocus on improving teacher quality and accountability, rather than on unproven, albeit politically advantageous, class-size reforms.
Random Thought
Congratulations, Scotty McCreery!
Facts and Stats
International comparison of class size averages: Public primary schools
China: 36.6
Korea: 29.9
Chile: 28.8
Japan: 28.0
Israel: 27.6
Indonesia: 27.4
Turkey: 27.3
Brazil: 27.1
United Kingdom: 25.7
Ireland: 24.3
United States: 23.8
Australia: 23.2
France: 22.7
Netherlands: 22.4
Germany: 21.9
International (OECD) average: 21.6
Source: Organization for Economic Co-Operation and Development (OECD), "Education at a Glance 2010: OECD indicators," 2010. This table represents class-size averages for 2008.
Mailbag
I would like to invite all readers to submit announcements, as well as their personal insights, anecdotes, concerns, and observations about the state of education in North Carolina. I will publish selected submissions in future editions of the newsletter. Anonymity will be honored. For additional information or to send a submission, email Terry at [email protected].
Education Acronym of the Week
CSR — class-size reduction
Quote of the Week
"Each of the four predictor variables was found to be statistically significant. However, when the magnitude of the predictive relationship between each of the predictor variables and academic performance in reading and mathematics was zeroed in on, it was evident that class size and classes taught by highly qualified teachers have relatively low positive relationship with academic performance in reading and mathematics."
— Adam Felix Nwankwo, "School-Based Accountability Indicators as Predictors of Academic Performance and Adequate Yearly Progress," dissertation, George Washington University (2009), p. 103-4.
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