So there have been a number of posts about class size and a number of references cited. Before I respond to specifics I'd like to restate my positions so they don't get muddied by reinterpretation.
1. I have never said that there is NO relationship between class size and student achievement; I have said that the evidence is equivocal. 2. I believe that dollar-for-dollar reducing class sizes is not an effective reform. 3. I believe that other reforms such as increasing the quality of teaching and instructional methods may be far more effective than reducing class sizes. David Brauer wrote: > I took the time (and it did take time) to read Michael Atherton's > oft-referenced Scientific American citation. Since Sci American charges > for archives, I found the full paper that the article was based on at: > http://www.ilr.cornell.edu/cheri/wp14.pdf I suggested that people read the Scientific American article which is shorter than the full article. It can be accessed online for $5.00 at https://www.sciamarchive.com/ Search for "Does Class Size Matter" If you don't want to spend the money you can read Mr. Brauer's longer reference. What I do hope is that you will read the articles yourself and not rely on my or Mr. Brauer's interpretation. I also encourage you to read the article suggested by Mr. Schapiro: "Small Class Size and Its Effects," Educational Leadership, Bruce J. Biddle and David C. Berliner. I think that you will find that a conclusion that class size reductions inevitably leads to gains in student achievement requires a leap of faith: "Although the results of individual studies are always questionable, a host of different studies SUGGEST several conclusions." The emphasis is mine. "Suggest" is much different than "confirm." If you take the time to find this journal at the library, you should also read the article, "The Downside to Small Class Policies," by Kirk A. Johnson in the same issue. A summary can be accessed at the same webpage suggested by Mr. Schapiro: http://www.ascd.org/readingroom/edlead/abstracts/feb02.html David Brauer wrote: > Personally - anecdotally - I think there should be skepticism about > whether small class sizes work. But fundamentally, the authors cite so > many mitigating variables in their paper that it's hard for me to > believe that outside studies would ever be conclusive. So where does > that bring us? To a localized experiment - trying something where > certainty doesn't exist but there is at least some evidence that the > policy works (as in class size reduction, which, by the way, the authors > note was more potent for those with lower incomes in Tennessee). Such a localized study was suggested ten years ago by David Heistad, the Director of Research, Evaluation and Assessment for the MPS, but was never implemented. Given that the MPS have blatantly misrepresented the class size referendum data, I'm not sure how much faith we could place in such a study even if it was done. However, I would strongly support a well designed and controlled study. Joseph Erickson suggested that studies by Bloom as cited in "The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring," highlights the utility of small group instruction. I don't understand why Dr. Erickson cited this paper, it really doesn't have anything to do with the research on reduced class sizes. The premise in the article is that one-to-one tutoring is the most effective teaching method (it results in a 2 standard deviation difference in performance), however the research discussed does not involve reductions in class sizes, rather the studies investigates which types of instructional methods might generate a 2 sigma differences, "...the goal was so clear and specific -- find methods of group instruction as effective as one-to-one tutoring." What they did find was that there are instructional methods when used in combination can result in the same effect size as one-to-one tutoring. Which is exact my argument: rather than spending huge sums of money reducing class sizes, we should try using more effective instructional methods. Finally, I would like to thank David Held for the link to the article on California's experience with class size reductions: "A group of researchers looking into California's class reduction efforts are on the verge of reporting that the state has wasted its money." I leave you with the following question: If ten years of class size reductions have been successful in Minneapolis why do we have a 50% failure rate and astoundingly low test scores in so many of our schools? 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
