"Joseph A. Erickson" wrote: > In a recent post to this list, Michael Atherton wrote, > > > I'm not only disputing the volumes of research maintaining the link between > > smaller class sizes and higher student achievement, I'm disputing that any > > large volumes of such research exist. > > While I have neither the time and inclination to do Mr. Atherton's > literature review for him (is that the purpose of a listserv, to get others > to do your research for you?), Benjamin Bloom's classic "2-Sigma" research > program (1984) would be an easy place to start--although it hardly stands > alone in highlighting the utility of small group instruction. Bloom and > students' many years of research on this topic should be plenty of evidence > even if a large body of other findings were not also available. > > Certainly there are other issues that are important for learning outcomes. > The centrality of motivation should hardly be ignored. By all means, let's > be research-based in our approach, but quibbling over this issue makes me > wonder exactly what kind of research WOULD be valid from Mr. Atherton's > point of view?
I will certainly take a look at this single 18 year old study (which I assume has been replicated by now). Meanwhile, I will ask Dr. Erickson to explain why the authors of the Scientific American article did not find this study to be conclusive evidence. I think that Dr. Erickson needs to counter more recent evidence to support his position that small classes have an effect on student achievement. And, as Dr. Erickson knows one study does not validate an effect. Is there not a review article in as prestigious a journal as Scientific American that he can suggest, rather and a single older study? As to what type of evidence would be valid ...other than a project like the Tennessee one, I would like to see a nation wide correctional study showing the relationship between class size and achievement in which the covariance for SES is controlled. As I tried to point out in my other post, regardless of what the research say, if smaller class sizes result in cost effective gains for students in Minneapolis I'll get on the bandwagon. Evidence? The POINT is that there is NO evidence that class size reductions are move effective dollar for dollar than other means of increasing student achievement. There is plenty of evidence that reducing class sizes is very expensive and has questionable returns. Please see the Scientific American article. Michael Atherton Prospect Park _______________________________________ Minneapolis Issues Forum - A Civil City Civic Discussion - Mn E-Democracy Post messages to: [EMAIL PROTECTED] Subscribe, Unsubscribe, Digest option, and more: http://e-democracy.org/mpls
