Few topics are of more interest than the impact of class size on student achievement.  There is an intuitive and common belief that smaller class size leads to better student performance.  This parent concern is shared by many, including educators and politicians.  One of the questions most asked is: “What is the class size in your school?”

As a result of this preponderance of belief, governments in Canada, Hong Kong, Singapore, and the United States, including many other countries, have poured millions into hiring teachers and implementing programs that ensure small class sizes in schools.  At $50,000 per year, one elementary school in the United States attracts parents with the policy that they register no more than 12 students per class.  Is this notion accurate?  Is small class size linked to better student achievement in school?

Thousands of pages of data gathered from many countries on class size and student performance fill the libraries.  The results from the literature are inconclusive: smaller class size does not always translate into improved academic performance in each research study.  

Small class sizes seem most beneficial for students who struggle with learning, as they can receive the support they need to succeed.  When classes are smaller, teachers have the opportunity to give students more individualized attention and can provide tailored instruction that meets the needs of each student.  This is especially important for students who struggle with learning, 

Teachers can create a more inclusive and supportive atmosphere with fewer students in the classroom.  This can improve student engagement and motivation, as students feel more comfortable participating in class discussions and activities.  Furthermore, teachers can establish closer relationships with students, leading to greater trust and collaboration in the classroom.  Smaller class sizes foster a more positive learning environment.

However, the challenge with smaller class sizes is that they can be more expensive to maintain.  This requires more teachers, additional materials, supplementary resources, and other expenses.  More importantly, are the possible hazards of small class sizes where intensity and energy can be lacking.  Stimulating discourse suffers.  Diversity in viewpoints leading to meaningful debate and critical thinking are marred.  The benefit of peer knowledge and questioning diminished.  Energized group discussions and team collaboration depleted.

One finds the opposite in larger class sizes.  Debating and discourse are energetic and even passionate.  Self-evaluation of knowledge, so critical in the meta-cognitive process, is in full bloom.  Respect for alternative points of view and team support is reinforced.

So, the next question you must ask yourself is: “How large should this class size be?” It turns out that a preferred range fluctuates between 18 and 25 students per class.  While this range is not absolute, teachers seem comfortable working within those numbers, especially for early education.

Many years ago, I casually talked about class size with 2 of our teachers.  One had 29 students in her class, and the other had 31 students.  The teacher, with 31 students, summarized it best by saying, with excitement in her voice, as if re-living the moments: “This was one of my favorite classes.  I’ll never forget them.  They had so much energy.  We had such great conversations.  They were always feeding off one another.  It was fun.” The other teacher echoed similar sentiments.

The school’s philosophy may be more important than class size.  In the end, paramount are the staff’s professionalism, expertise, and rigor of the school curriculum.