Class Size-Reduction In Education

Role of Cass Size Reduction in Academic Achievements Generating a focused, and dedicated community is categorized in the topmost strategic tactics of any state. In order to achieve such goals, states apply different policies and procedures. This is why, the goal of achieving high academic performance has been a big deal in educational sectors. Over the past few decades, researchers have been trying to prove the impact of class size not only in the education system, but also in students and teachers individually. The purpose of this essay is to examine the impact of class size reduction in academic achievements. To do so, it uses records from several research projects like STAR, SAGE and California. The essay supports the proclamation that

The results shows that between 1996 and 2000, test scores of 4th graders in Mathematics improved by 0.2 and 0.3 of a standard deviation (Unlu, 2005, p. 9). SAGE (Student Achievement Guaranteed in Education) project, which began 1996 implemented class size reduction in 45 low-income schools in United States. It compared the test results of smaller, sized class students and normal sized students also showed that students in smaller classes outscored their peers in every administrative test(Unlu, 2005, p. 12) Krueger also reported that class size has noteworthy influence on student achievement he stated that "0.22 standard deviations better on a standardized test. These effects were generated largely by class-size reductions in kindergarten. If we take the effect by 5th grade to be half the size of the kindergarten effect, then a reduction in 1 student per class would generate approximately 1.5 percent of a standard deviation difference in achievement scores in 5th grade” (qtd in. Chingos, Whitehurst, 2001). These qualitative findings prooves that elementary level students get the most of the benefit from smaller

Where Lewis Catherine an expert in Japan educational system reports, “discipline is legendary. Such discipline is not imposed by fearsome teachers. Instead students are honored to be chosen to lead lessons. Teachers manage the class by relying on the cumulative general power of self-reflection, rather than by punishing and rewarding” (qtd. in Ehrenberg et al, 2001, p. 161). However, the reason behind this is the ethno-cultural differences between the U.S students. Japan has just one language spoken in the entire country. Asian parents, especially Japanese parents are more supportive and involved in their children’s educational system than to be divorced and create emotional and mental disorders to the children. Taking the deep cultural differences in mind, it is hard to say which part of Asian formula could work in other countries such as America (Ehrenberg et al, 2001, p. 161). Students’ dedication toward studies comes when students are students have a strong support from their families not only providing them facilities but are involved and help them in their studies, which majority of American students