Class size has for years been an important subject for teachers. Many claim that with fewer students, teachers are able to provide individualized attention and student learning increases as a result. While a number of organizations have championed this argument for generations, a new study released by the National Bureau of Economics debunks the age old myths that polices like lower class size and per pupil spending are the determining factors in receiving a quality education.

Two Harvard researchers looked at the factors that actually improve student achievement and those have little influence on student gains in an effort to examine what really works in the classroom. In a new paper economists Will Dobbie and Roland Freyer analyzed 35 charter schools from across the country, schools that generally have greater flexibility in terms of school structure and policy implementation. They found that traditionally emphasized factors such as class size made minimal difference, compared with some "less popular" criteria including teacher feedback and greater accountability.

"We find that traditionally collected input measures — class size, per pupil expenditure, the fraction of teachers with no certification, and the fraction of teachers with an advanced degree — are not correlated with school effectiveness," said the researchers.

In stark contrast when comparing the data, the authors form new innovative conclusions relating to effective policies. "We show that an index of five policies suggested by over forty years of qualitative research — frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations — explains approximately 50 percent of the variation in school effectiveness."

The study delivers a tremendous blow to the status-quo education establishment who claim that more money, more teachers, and a fixation on certification and advanced degrees will close achievement gaps, despite record-level spending year after year.

What the findings do promote are policies that reform communities have been fighting for, with particular regard to high expectations for students and teachers and increased instructional time. According to insiders, this study will certainly be pointed to in advocating for reforms in the years ahead.

Still, despite the clear evidence that supports recent reform efforts, the jury is still out on how this will information will influence states and localities. In the wake of harsh budget realities, education spending has taken a hit in many schools, leaving many to wonder whether class size will be forced to go up exponentially in the years ahead regardless of data.

What do you think about class size?
Comment below.

Originally posted by Alix at AAE.

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