Class Size Reduction: What It Is, and Isn't
People have been discussing the benefits of class size reduction programs for many years.
Such programs are credited with improving the achievement of students in the early grades and in particular those considered to be at risk.
Unfortunately, people often mean different things when they use the term class size reduction. Some define it as a reduction in the average number of students per teacher school wide. Others say it means a reduction in the number of students in a particular classroom.
Class size reduction programs are popular with the public. In the last 10 years, 40 states have implemented such programs. Class size reduction seems to enhance the social experiences of both teachers and students. Teachers who are effective with small classes know how to individualize teaching. They have clear expectations, they are less distracted by discipline problems, and they balance teacher-directed and child-centered teaching.
Terminology is used loosely in some research, too. Some researchers conflate three related but distinct terms: class size reduction, pupil-teacher ratio, and class size.
UW-Madison education professor Beth Graue and colleague Erica Rauscher recognize that such blurring of meanings poorly serves the needs of education policymakers and stakeholders. To sort out the terminologies, they interviewed scholars who have worked on the topic and began unpacking the assumptions used in research, policy, and practice.
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