Using Class Size to Reduce the Equity Gap 6
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Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Association for Supervision and Curriculum Development, 1997;copyright December 1997/January 1998.46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Class size -- Equity gap -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | L 11 Ed83el (Browse shelf) | Available | PER 277 UC |
ABSTRACT : Three interrelated concerns-quality, equality, and equity-play a major role in current education debates, and reduced class size can positively affect all three, according to the authors. Citing data from Tennessee's Project STAR and other studies, they assert that primary-grade classes with an average of 15 students result in higher student outcomes-particularly for minority children, thereby reducing the equity gap. Why, then, are small classes uncommon? The authors present several arguments that detractors use to block moves toward smaller classes, including some that involve confusion over the terms class size and pupil-teacher ratio. After countering these arguments, they urge educators to begin systemic change at the foundation of schooling. With small classes at the primary level, schools can reduce the myriad of projects that later attempt to repair education failures. 56
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