This is NOT what Professor Hattie says. He summarizes PAST experiences (as research focuses on what has happened in the past) and the preponderance of evidence shows that reducing class size DOES INCREASE achievement but the effect is small. Relative to other influences it is a small but positive effect. The key question is to ask “why is the effect of class size so small, particularly given the many claims that we have all made about why it should be much larger?” If your arguments about the influences that really matter were implemented surely it would be easier in smaller classes. Smaller class sizes have been tried many times in many places but the effects remain small.
Articles in this section
- What are the impacts of acceleration on student learning?
- Does acceleration work?
- Do streaming (mixed ability versus similar ability grouping) and retention both have undesirable impacts on students?
- Is it better to have mixed ability classes or to ‘stream’ children for some subjects, whilst ensuring that teachers do still look at the needs of their individual students?
- Do ability-based streaming groups benefit students' learning?
- No doubt if class sizes were reduced but everything else was held constant, the effect size would be minimal. But, wouldn't smaller class sizes allow for more time and effort to be spent on the things that do make a difference?
- What are your thoughts about research that suggests that class size does not matter?
- Is there a number of disabled students (as a percent), who when added to a classroom, will negatively impact the overall achievement of the classroom as a whole?
- Is there any recent research that show any benefits to combination classrooms (two different grade levels and two sets of standards)?