General Support for Class Size Essay -- essays papers

General Support for Class Size â€Å"Of course class size is important. You have to find the child before you can teach the child (Archived†¦ 2000).† Though this opinion may seem radical to most people, you can see the underlying theme in the argument. Smaller classes allow students to have more personalized, individual attention from teachers. Many teachers and smaller class size advocates believe that such classes will allow for more constructive group activities, strengthen students’ problem solving and critical thinking skills, and accommodate for a wide range of learning paces. These advocates also believe that a reduced student to teacher ratio will give teachers more time to be innovative and develop new ideas, lead class discussions to further understanding, and give more practice exercises. For parents who want the best education for their children, these proposed effects of small class size make you wonder where the hard evidence is to back them. Project STAR Case studies have been key in generating research information on the effects of smaller class size. Similar results have been attained from studies in Tennessee, California and Wisconsin. Project STAR (Student/Teacher Achievement Ratio) in Tennessee is â€Å"one of the most important educational investigations ever carried out (HEROS, 2001).† In 1985 the Tennessee passed the proper legislation to put into effect a four year class size study of students in grades K-3, using three million state dollars. The study chose a cross section of inner city, suburban and rural schools to participate as experimental and comparison groups. The groups were divided into classrooms with small enrollment (13-17 children), regular enrollment (22-25 children), and regular en... ... The growing case for smaller classes.(2001). American Teacher v.85(no.8), p.2. Retrieved 10/9/01 from WilsonSelect database. This short resource takes a general look at project STAR in Tennessee. It also discusses how to close the racial achievement gap. Study confirms value of small class size.(2001). American Teacher v.85(no.6), p.2. Retrieved10/6/01 from WilsonSelect database. This resource discusses project SAGE. It describes why class size reduction was successful in Wisconsin. Toch, T.(1997). Does class size matter?. U.S. News & World Report v.123, p.22-5. Retrieved 10/9/01 from WilsonSelect database. This periodical discusses whether or not class size matters in achievement. This resource discusses class size in specific cases in which class size matters. It takes a look at Tennessee and California class size reduction initiatives.