A new OECD study suggests that smaller classes contribute little to learning, education blogger Joanne Jacobs offers her comments. The study, led by J. Douglas Willms looked at a dozen countries, and confirmed earlier results that class size was not a significant variable, see also this survey and this short note. My suspicion, in the American context, is that pushing for smaller classes will involve hiring inferior teachers, a classic example of unintended secondary consequences.
If we want to improve education, more effective factors include:
…improving relations between teachers and students, hiring literacy specialists, intervening earlier than Grade 2 when a child is having trouble learning to read, teaching educators better classroom management, encouraging parents to read to their children in the evenings, and offering early childhood education programs.
Jacobs suggests that small classes are most important for kindergarten and first grade, especially for disadvantaged students.