District Administration - October 2011 - (Page 105)

alternative classroom investments (Whitehurst & Chingos, 2011). Despite some conflicting evidence, there certainly are some lessons to be gleaned from the class size research: • Class size reductions seem to be most effective in the early grades, specifically kindergarten and first grade (Whitehurst & Chingos, 2011). Focusing class size reduction efforts on these grades, then, may be more likely to affect student learning positively than reducing class size in other grades. • Students with less effective teachers will likely benefit from having reduced class size. The learning in classrooms with more effective teachers is less impacted by class size (Whitehurst & Chingos, 2011). Providing smaller classes for less experienced teachers as they develop their teaching skills, therefore, may provide a better educational experience for students in these classrooms. • An underreported finding from the STAR project is the effect of small classes on student grade retention. The researchers found that a relatively smaller percentage of students in the small classes repeated a grade each year when compared to students placed in regular classrooms of 22 to 25 students. As grade retention is linked in the research to an increased likelihood of dropping out of school, this finding may be particularly important for districts striving to increase graduation rates (Word et al., 1990). • Teachers like having small classes. Studies that report on teachers’ attitudes about small classes have found very positive responses from educators. Teachers believed they cover more content in greater depth and have fewer discipline problems with small classes, though the data often did not support such beliefs (Hattie, 2005). Studies also indicate that teachers with smaller classes report less stress (Hattie). While there is not a substantial amount of research specifically on the relationship between class size and teacher retention, it seems possible that creating a less stressful work environment for teachers might increase the likelihood that they will stay in the profession. Reducing class size is expensive, but hiring and training new teachers is expensive as well. Additional research is needed to determine the effects of class size on teacher retention. In short, the body of literature on class size reduction includes conflicting data. In making decisions on class size policies and practices, however, administrators can look to the research to guide them in setting priorities and selecting interventions that will benefit the students, parents and classroom teachers in their districts. DA Laurene Johnson is a doctoral candidate and teaching/research assistant at Syracuse University. www.DistrictAdministration.com October 2011 105 http://www.cetaceasound.com/demo http://www.cetaceasound.com/demo http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration - October 2011

District Administration - October 2011
Contents
From the Editor
Letters
News Update
Transportation Update
District Profile
Administrator Profile
Building a Blended Learning Program
How Are Science Fairs Fairing?
A New Age for Algebra
Early College High Schools
Changing of the Guard in Florida
CIO News
How Much Computing Power Do You Need?
An Unconventional Approach to 1:1
New Books
Problem/ Solution
Research Center
Product Focus
New Products
Professional Opinion
Going Mobile
Online Edge

District Administration - October 2011