Title

Examining the effects of class size on student achievement in the Mohawk area school district

Abstract

The issue of class size is a contentious issue in American education. While there is substantial empirical support for the existence of a negative correlation between class size and student achievement, numerous practical difficulties prevent schools from being able ...
Show moreThe issue of class size is a contentious issue in American education. While there is substantial empirical support for the existence of a negative correlation between class size and student achievement, numerous practical difficulties prevent schools from being able to further shrink class sizes. Policy-makers and educators need to achieve a more precise understanding of the degree to which class sizes make contributions to student achievement, as only such an understanding can allow decision-makers to set an effective class size policy. Educators have indicated that with smaller class sizes they are able to produce better student achievement results in reading and mathematics. With the increase in teacher accountability, class size is a topic discussed at the school district level. This independent meta-analytic investigation occurred within the Mohawk Area School District. The study sample included 93 reading classrooms and 97 mathematics classrooms ranging from grade levels kindergarten through eighth grade. The purpose of this quantitative case study based on statistical meta-analysis as to calculate the effect size of class size on student achievement in the Mohawk Area School District, Grades K-8. This purpose was achieved through calculating the effect size using Cohen's d. The i-Ready assessment was used as the standardized measure to calculate the effect of class size on achievement in reading and math. The analysis of this investigation indicates that there is no meaningful effect of class size on reading and math performance. These results are important considerations for the Mohawk Area School District as it faces budget constraints that impact the ability of the district to make class size decisions in the best interest of the staff and students.
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Year Issued

2017

Author

Lorree Houk

Sub-title

an individual participant meta-analytic investigation