Class Size and Student Achievement

Class size is an ongoing education policy issue that ebbs and flows over time. Class size reductions have been proposed recently in many states and enacted in a few. This article reviews the literature on class size and student achievement and suggests policy alternatives. It has four sections: first, some introductory comments are made to set subsequent comments about class size policy into a broader context; second, the research on class size and student achievement is presented; third, the policy implications of this research are developed; and fourth, a short summary of policy recommendations is provided.

This article was originally published in Educational Evaluation and Policy Analysis by the American Educational Research Association and SAGE Publications.