Teaching Mathematics and Language Arts in Reduced Size and Non-Reduced Size Classrooms

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Class Size and Eighth-Grade Math Achievement in the United States and Abroad (2001, background): “…and instruction in small and large classrooms reinforces the results of a recent investigation from California, where the authors similarly found that curricular coverage and instructional practices were remarkably similar in reduced and nonreduced size classrooms (Stasz & Stecher, 2000).”
Effective Beginning Reading Instruction (2002, background): “A related approach Page 172 is to intensify schooling, for example, by reducing class size, which permits more positive teacher-student contact (Stasz & Stecher, 2000).”
The Long-Term Effects and Cost-Effectiveness of Success for All (2002, background): “Although no data was collected in Tennessee to document how reduced class sizes affected teachers’ interactions with children, there is other evidence suggesting that smaller classes encourage more individualized attention to students’ academic and personal problems (Stasz & Stecher, 2000).”