Class Size V. Student Achievement
Class Size V. Achievement
Class Size Verses Student Achievement
Walter McGee Holy Family University
Introduction The effect of class size on student achievement has been widely debated over the years. Mixed findings have come about since the research has been started and in this study I will try to further the findings to prove that class size can, and does effect student achievement. In earlier studies it has been shown that some states across the United States including New York and California have agreed that student achievement can and will rise with reduced class size (Addonizio & Phelps, 2000).
This study will explore different thoughts and perceptions in districts in Pennsylvania on class size in their schools. Interviews will be conducted to determine if teachers with smaller class size have greater student achievement in contrast to those teachers who have larger class sizes. From the data collected this study will analyze whether there is a direct relationship with student achievement and the size of the classes these students are in. Literature Review
Class size verses student achievement is a study that has been going on for many years. The studies have been done in many different ways by many different people. These people are looking for one of two results. They are wishing to either find that class size does affect student achievement or that class size does not affect student achievement. These studies have not been localized either. There have been studies done on this topic all throughout the world. The studies that I will be focusing on will all take place in the United States since the research I am doing was all gathered in the United States. To this day there in not a general consensus on whether or not academic achievement is students is affected by class size. Research on this topic is gaining national awareness as 18 states in the United States have initiated a program that looks to
Class Size Verses Student Achievement
Walter McGee Holy Family University
Introduction The effect of class size on student achievement has been widely debated over the years. Mixed findings have come about since the research has been started and in this study I will try to further the findings to prove that class size can, and does effect student achievement. In earlier studies it has been shown that some states across the United States including New York and California have agreed that student achievement can and will rise with reduced class size (Addonizio & Phelps, 2000).
This study will explore different thoughts and perceptions in districts in Pennsylvania on class size in their schools. Interviews will be conducted to determine if teachers with smaller class size have greater student achievement in contrast to those teachers who have larger class sizes. From the data collected this study will analyze whether there is a direct relationship with student achievement and the size of the classes these students are in. Literature Review
Class size verses student achievement is a study that has been going on for many years. The studies have been done in many different ways by many different people. These people are looking for one of two results. They are wishing to either find that class size does affect student achievement or that class size does not affect student achievement. These studies have not been localized either. There have been studies done on this topic all throughout the world. The studies that I will be focusing on will all take place in the United States since the research I am doing was all gathered in the United States. To this day there in not a general consensus on whether or not academic achievement is students is affected by class size. Research on this topic is gaining national awareness as 18 states in the United States have initiated a program that looks to
References: Achilles, C. M., Finn, J. D., & Pannozzo, G. M. (2003). The Why 's of Class Size. Review of Educational Research, 73(3 Addonizio, M. F., & Phelps, J. L. (2000). Class Size and Student Performance. Journal of Educational Finance, 26(2). Burr, B. (2001). Review of Research on Class Size. Catalyst for Change, 30(3). Gamoran, A., & Milesi, C. (2006). Effects of Class Size and Instruction. Educational Evaluation and Policy Analysis, 28(4). Hedges, L. V., Konstantopoulos, S., & Nye, B. (2001). Long-Term Effects if Small Classes in Early Grades. The Journal of Experimental Education, 69(3). Yeh, S. S. (2010). The Cost Effectiveness of 22 Approaches for Raising Student Achievement. Journal OfEducational Finance, 36(1).