Recently, I examined Jeffrey B. Maples’ 2009 dissertation, “An Analysis of the Effects of Class Size on Student Achievement in Selected Middle Schools in the Sandhills Region of North Carolina.” Dr. Maples (Ed.D., Fayetteville State University) studied 1,329 sixth grade classes, 1,548 seventh grade classes,and 1,425 eighth grade classes in 33 middle schools.
Dr. Maples concluded,
This study indicated that students that were enrolled in the large class size had a significant higher mean score in reading and mathematics than students enrolled in small size classes and a slightly higher mean score than students enrolled in medium size classes. The only exception was in 6 grade reading where there were no significant differences found in reading score means in small, medium or large class sizes.
I examined the class size issue in 2006 and found,
…the State Board of Education released the final report of the High Priority Schools Initiative, a four-year, $23 million class-size reduction program targeting low-performing and low-income elementary schools. The report offered no statistical evidence that smaller class sizes raised student achievement. Between the first and final year of the program, fewer schools met their state ABC growth targets and even fewer made Adequate Yearly Progress under the federal No Child Left Behind law. Reduced class sizes failed to significantly increase student performance on state reading assessments.
Update: For a nice overview of both sides of the debate, I recommend The Class Size Debate published by the Economic Policy Institute. The book features two brilliant economists, Alan Krueger and Eric Hanushek, who debate the issue without calling each other names.
