Greatest benefits of class size reduction are received by students with the greatest need: low-income, minority students. This reform is one of few proven strategies to significantly narrow the achievement gap.5
Where Can You Find Our Facts?
1. Haimson, Leonie. “The 7 Myths of Class Size Reduction –And the Truth.” Nov. 1, 2010. The Huffington Post.
Accessed from: http://www.huffingtonpost.com/leonie-haimson/the-7-myths-of-class-size_b_776706.html
Hiller, Robin and Nagel, Ami. Putting Children First TUSD’s Investment in Class Size Reduction Accessed from:
2. U.S. Department of Education Institute of Education Sciences, “Identifying and Implementing Educational Practices Supported by Rigorous Evidence: a User Friendly Guide,” December 2003. http://www2.ed.gov/rschstat/research/pubs/ rigorousevid/rigorousevid.pdf
For more information on the importance of class size visit our website: http://www.voicesforeducation.org/ as well as access our report, Smaller Classes. Brighter Futures. http://www.voicesforeducation.org/storage/vfed/documents/smaller%20classes%20brighter%20futures.pdf
The Class Size Matters website: http://www.classsizematters.org/
Finn, Jeremy. Class Size and Students at Risk. What is Known? What is Next? http://www2.ed.gov/PDFDocs/class.pdf
3. Pasi Sahlberg (2007): Education policies for raising student learning: the Finnish
approach, Journal of Education Policy, 22:2, 147-171. http://www.pasisahlberg.com/downloads/Education%20policies %20for%20raising%20learning%20JEP.pdf
4. Pas, Emily. “The Effect of Class Size Reduction on Teacher Attrition and Recruitment: Evidence from Class Size Reduction Policies in New York State.” http://client.norc.org/jole/soleweb/7342.pdf
5. Alan B. Krueger and Diane M. Whitmore, January 2001. “Would Smaller Classes Help Close the Black-White Achievement Gap?” in John E. Chubb and Tom Loveless, eds., Bridging the Achievement Gap, Brookings Institution Press 2002; also available at http://www.irs.princeton.edu/pubs/pdfs/451.pdf.
For more information on studies covering the achievement gap including the STAR project
visit: http://www.coffinseducationcenter.com/?cat=248 to access the report summary:
How Smaller Class Size Affects Student Achievement: A Literature Review of the STAR project and other studies
6. The National Academy of Sciences Report: Incentives and Test-Based Accountability in Education http:// seattleducation2010.wordpress.com/2011/05/29/testing-rewardpunishment-high-stakes-testing/
7. Moran, Melanie. “Teacher Performance Pay Alone Does Not Raise Student Test Scores.” September 21, 2010. Vanderbilt News. http://news.vanderbilt.edu/2010/09/teacher-performance-pay/ this was a study done in Nashville, Tennessee by proponents of merit pay from the National Center on Performance Incentives.
Even the Institute of Education Sciences, the research arm of the U.S. Dept. of Education had qualms with the study which can be accessed from: http://ies.ed.gov/ncee/wwc/publications/quickreviews/QRReport.aspx?QRId=163
9.Pasi Sahlberg (2008): Rethinking accountability in a knowledge society, Journal of Education Change, 20 Nov. 2008.
11. George Madaus and Michael Russell, (2010/2011) Boston College, Paradoxes of High-Stakes Testing Journal of Education,190:1/2, 21-30.
For further reading of cheating due to high-stakes testing: Turner, Dorie. “Atlanta Schools Created Culture of Cheating, Fear, Intimidation.” July 16, 2011. The Huffington Post. Accessed from: http://www.huffingtonpost.com/2011/07/16/atlanta-schools-created-c_n_900635.html
12. For more information regarding creativity http://www.newsweek.com/2010/07/10/the-creativity-crisis.html and http://www.wm.edu/research/ideation/professions/smart-yes.-creative-not-so-much.5890.php
13. Krueger and Whitmore, 2001. http://www.irs.princeton.edu/pubs/pdfs/451.pdf