HomeMy WebLinkAboutClass Size WA PresentationClass Size and Teacher Quality
Jennifer Buckingham
Presented By:
Jamie Schmitz
Rod Harding
Buckingham, J. (2003). Class size and teacher quality. Educational Research for Policy and Practice, 2, pp 71–86.
Meta-Analysis Findings
The large majority of studies showed no
significant relationship between class size
and student achievement
Teacher quality has a far greater influence
on achievement than the quantity of
students.
Buckingham, J. (2003). Class size and teacher quality. Educational Research for Policy and Practice, 2, pp 71–86.
Research Methodology
Among the several large and small studies that did find
achievement associated with smaller class size,
Buckingham identified a number of methodological issues
that raise questions about the results:
•Poor Design-reforms such as curriculum changes were
introduced at the same time as class size reduction, making the
effect of class size alone impossible to determine
•Persons participating in the experiment were cognizant that
they were under scrutiny and motivated to produce positive
results-the so-called "Hawthorne Effect."
•Teacher and student assignments were not fully randomized,
many of the studies were simply too brief or too small, and few
were independently evaluated.
Buckingham, J. (2003). Class size and teacher quality. Educational Research for Policy and Practice, 2, pp 71–86.
Significant Reseacrh
PROJECT STAR (Student Teacher Achievement
Ratio):
•Hawthorne Effect
•Participating schools have a high interest in reforms
such as reduction in class sizes
Buckingham, J. (2003). Class size and teacher quality. Educational Research for Policy and Practice, 2, pp 71–86.
Significant Research
Eric Hanushek (Stanford) vs. Alan Krueger
(Princeton)
•Even if one accepts Krueger's most optimistic assumptions,
Hanushek correctly finds that two-thirds of the studies show that
smaller classes produce no effect on achievement or a negative
effect (i.e., the smaller classes had lower achievement).
•For the “other third”, the tiny gains and high costs associated with
class size reduction make it a very cost-ineffective way of
improving student achievement.
Buckingham, J. (2003). Class size and teacher quality. Educational Research for Policy and Practice, 2, pp 71–86.
Teacher Quality
Compared with the achievement gains that can be
produced by variables under teacher control, class
size is a trivial factor.
As Buckingham puts it:
"Only one thing comes through loud and clear
from all of the research: what goes on in the
classroom is more important than how many
children are involved."
Buckingham, J. (2003). Class size and teacher quality. Educational Research for Policy and Practice, 2, pp 71–86.
Variables Under Teacher
Control
1. Mastery of subject matter and curriculum
content;
2. Awareness of the individual abilities and
capabilities of students;
3. Classroom management skills;
4. Use of teaching strategies that are proven
effective;
5. Good verbal communication skills.
Buckingham, J. (2003). Class size and teacher quality. Educational Research for Policy and Practice, 2, pp 71–86.
Theories and Fallacies
1.Increased individual attention and instruction
•Students receive 2 minutes more individualized instruction/day
(assuming that teachers spend 2/3 of their instructional time giving
individualized attention) in a class of 20 compared to 25
2. Greater scope for innovation and student-centered
teaching
•This is far more dependent upon good teaching practice
3. Increased teacher morale
•Teacher attrition rate vs. cost
Buckingham, J. (2003). Class size and teacher quality. Educational Research for Policy and Practice, 2, pp 71–86.