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Cover Story
Class Size Reduction: What It Is, and Isn't

Beth Graue
Beth Graue

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.

Read the rest of the article here.



Events & Press

Press

Allan Odden discusses the complexities of measuring teacher effects on student achievement (Janesville [Wis.]  Gazette, 15 November).

A new report from WCER's Strategic Management of Human Capital makes 20 recommendation for state and district policymakers aimed primarily at improving the teaching corps in the nation's 100 largest school districts (Education Week, 11 November).

Rob Meyer discusses the design and the benefits of value-added assessment (Madison Capital Times, 11 November).


CENTER SITES

Center for the Integration of Research, Teaching, and LearningCenter for the Integration of Research, Teaching, and Learning

Children, Families & SchoolsChildren, Families & Schools

Consortium for Policy Research in EducationConsortium for Policy Research in Education

Coordination, Consultation & Evaluation CenterCoordination, Consultation & Evaluation Center

CoMPASSCoMPASS

Data-Driven Instructional SystemsData-Driven Instructional Systems

Diversity in Mathematics EducatioDiversity in Mathematics Education

Early Child Care & After-School Care

Formative Language Assessment Records for ELLs in Secondary Schools

Interdisciplinary ITPTraining Program in the Education Sciences

Mobilizing STEM for a Sustainable FutureMobilizing STEM for a Sustainable Future

Minority Student Achievement NetworkMinority Student
Achievement Network

Secondary Teacher Education Project

Strategic Management of Human CapitalStrategic Management of Human Capital

Surveys of Enacted Curriculum

System-wide Change for All Learners and EducatorsSystem-wide Change for All Learners and Educators

Teaching Enhanced Anchored MathematicsTeaching Enhanced Anchored Mathematics

Testing Accommodations Research

TransanaTransana

Value-Added Research CenterValue-Added Research Center

WIDA ConsortiumWIDA Consortium


Research News
Evaluating Milwaukee's Resource Information System

WCER’s Value-Added Research Center is helping the Milwaukee Public Schools (MPS) District evaluate its Integrated Resource Information System (IRIS). IRIS is a performance management and decision-support system that contains data on students, staff, professional development, and financials. The goal is to better answer questions about what works, for whom, and under what circumstances. Formative evaluations will review the effectiveness of school improvement planning processes and professional development; identify challenges and successes of implementing strategies; and review data quality procedures for improvement. Summative evaluations will assess the implementation and its effects on on MPS planning and budgeting.