Small
classes, especially in the first four years of school, can have an important
and lasting impact on student achievement, a new report shows.
In
a review of over 100 papers from 1979-2014, education expert Dr David Zyngier
from Monash University’s Faculty of
Education looked at whether the conclusions reached on the effect of
smaller class sizes still hold true today.
“The
question of class size continues to attract the attention of educational
policymakers and researchers alike,” Dr Zyngier said.
“Many
argue that much of Australia’s increased expenditure on education in the last
30 years has been ‘wasted’ on efforts to reduce class sizes because that extra
funding has not led to improved academic results.”
However
Dr Zyngier found that current policy advice is based on ‘cherry picking’ of
flawed research evidence from a US conservative think tank’ and that a range of
independent studies throws doubt on that argument.
His
review drew on a wide range of studies from Australia and other similar
education systems including non-English speaking countries of Europe, as well
as England, Canada and New Zealand. All assessed how class size affected
academic results. Dr Zyngier also looked at whether other variables such as
teaching methods were taken into account in the results.
The
findings suggest that smaller class sizes in the first four years of school can
have a significant and lasting impact on student achievement. This appears to
be especially important for children from communities that are culturally,
linguistically or economically disenfranchised.
“Smaller
classes in the early years can lift a child’s academic performance right
through to Year 12 and even into tertiary study and employment,” Dr Zyngier
said.
“It
is also beneficial to have smaller numbers for specialist classes in such
fields as numeracy and literacy.”
Dr
Zyngier said the cost of keeping classes small had to be weighed against the
long-term cost to the community of less-effective education.
There
was also a need for a new approach to teacher development, he said.
“Currently
teaching methodology is based on large classes, which call for a very different
approach to teaching smaller groups,” Dr Zyngier said.
“Targeted
funding for specific lessons and schools, combined with professional
development of teachers, would address the inequality of schooling and help
redress the damaging effect that poverty, violence, inadequate child care and
other factors have on our children’s learning,” Dr Zyngier said.
Dr
Zyngier’s findings were published in Evidence Base the Journal of the
Australia and New Zealand School of Government .
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