Optimal Context Size in Elementary Schools: Disentangling the Effects of Class Size and School Size
Douglas D. Ready and Valerie E. Lee, “Optimal Context Size in Elementary Schools: Disentangling the Effects of Class Size and School Size,” Brookings Papers on Education Policy,- 2006/2007, pp. 99-135. Study finds that class size rather than school size makes a positive difference, and suggests that”if children remained in the same elementary school for five or six years … differences would be very substantial: a roughly 10-point advantage for children in small over large classes by the end of sixth grade, or 4.5 months of additional learning.”
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