The Issue of Class Size for Young Children in Schools: what can we learn from research?

Publisher Website
Google Scholar
Abstract
The debate over class sizes in schools has become more heated in recent years. Over the past decade or so, class sizes at primary level have increased, and without action to the contrary look like they will continue to rise. In the face of this, educational pressure groups and others have made increasingly strong recommendations about the need to reduce class sizes in primary schools. Government spokespeople drawing on accepted wisdom about research, say there is no proven link between school class size and pupils’ progress. Yet recent research evidence from the USA, and an accompanying debate over the findings and the use of public funds, have improved our understanding about the effects of class size. This paper examines the most recent documentary and research evidence in an attempt to answer three questions: how have class sizes changed over the past decade, what is known about the link between class size and educational attainment, and what, in terms of classroom processes, might explain the link. It is concluded that there is now firm evidence of a link, but only in the early years and only with classes smaller than 20. The evidence supports the reduction of class sizes in the first years at school, especially with disadvantaged pupils, but much still needs to be researched.