Class Size Affecting Academic Achievement

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Class Size Affecting Academic Achievement According to Malcolm Gladwell in Chapter Two of David and Goliath, economist Caroline Hoxby found that there was not any significant data indicating smaller classroom sizes had a greater effect on a child’s academic achievement. However, Diana Whitmore Schanzenbach from National Education Policy Center (NEPC), at Northwestern University has contradicted Gladwell’s assertion that smaller classroom sizes were not an academic advantage. Schanzenbach reviewed research through Tennessee’s Student Teacher Achievement Ratio (STAR) and found many deficiencies with the research Hoxby’s uncover, leading to her conclusion that classroom sizes did not affect academic learning. There has been a considerable amount of research and much of it has concluded with: the children who were placed in a classroom with fewer students from kindergarten to third grade scored higher during academic testing, and were more likely to continue to achieve higher grades throughout their school years. Because education is an important stepping stone for children, it is crucial that their educational needs are exceeded while they are young and still able to grasp. Why did Gladwell agree with Hoxby research? Granted there has been a larger amount of other research projects that conclude with smaller classroom size do make an academic difference. Not only are students better off learning in smaller classrooms sizes, but in fact research has shown that these
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