Small C lass Size :: essays papers

Sm exclusively C lass Size When looking at small class coat, it is burning(prenominal) to first understand that this concept is very popular with p arents and communities. In New York, according to many parents, classrooms are ridiculously overcrowded and something must be done. A married couple of parents has formed in the community to try and get the legislature to pass an act that pass on reduce class size (Hartocollis, 2004). Although this union of parents is very active, because of the factors that go into reducing class size, they have not been very successful. Most parents and teachers believe that with reduced class size, the amount of attention spent on their child will increase drastically. This is the prime reason for the desire and commitment to reduce class size. According to Class Size Matters (2002), an organization made up of parents and educators, smaller classes are seen as the most effective way to increase the quality of instruction, far above raising sal aries or providing professional development. This exemplifies the belief that reducing class size is the most appropriate way to increase teacher-student involvement and make the classroom atmosphere more(prenominal) accessible to all students. Along with closer involvement betwixt teacher and pupils, with small class size, there is more room for students to interact with each other. It also allows students who would not normally speak up to become more active and involved in discussions. Much research and experimentation has been done concerning the effects and benefits of reducing class size. David Alan Gilman (2003), studied an experiment done on class size and lays out the findings in great detail. In the experiment he studied there were twelve million students involved, so it was relatively small-scale. The participants were voluntary and participated in the experiment understanding fully what it was all about. The experiment was random assignment between teachers and students and had one control with a regular class size and deuce treatment groups containing classes with smaller amounts of children. The findings of this experiment were very much in favor of reducing class size. Students in the experimental groups with smaller classes performed better on all sets of achievement measures (Gilman, 2003). Also, six years later, when the students who were not in the control group were interviewed and restudied, the experimenters found that they performed better in all academic areas studied, that they expended more effort and scuttle in the classroom, and that their overall behavior was well above the students that were in the control group (Gilman, 2003).