The wisdom of class-size reduction

Grave, E., Hatch, K., Pao, K., & Olm, D. (2007). The wisdom of class-size reduction. American Educational Research Journal 44(3), 670-700.

This stunning article tells the story of what happens when you implement initiatives without the proper preparation and follow-up. Here we have the story of a Wisconsin initiative to reduce class size in high-poverty schools at the elementary level. In its pure form, the program (called SAGE) had potential to really affect student outcomes. Unfortunately or maybe inevitably, the mode of implementation was shaped by the realities of each context, often in ways that shaped (and even limited) potential outcomes.

What struck me most here was that in at least one case, the initiative was seen as a funding source rather than a way to improve student learning. Also, the lack of teacher preparation and buy-in was shocking, as well as the lack of guidance and professional development. Predictably, teachers will then revert to what they already know "works" for them, and it will be "business as usual." The worst cases occurred when pupil-teacher ratio was reduced by putting two teachers in large, combined classes. In those cases, harmful practices often occurred.