Introduction: What Do We Know about School Size and Class Size?

2006 ◽  
Vol 2006 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Tom Loveless ◽  
Frederick M. Hess
Keyword(s):  
Class Size ◽  
School Size

Class size, school size and the size of the school network

2015 ◽  
Vol 24 (3) ◽  
pp. 329-351 ◽  
Author(s):  
Tom Coupé ◽  
Anna Olefir ◽  
Juan Diego Alonso
Keyword(s):  
Class Size ◽  
School Size ◽  
School Network

Resource Standards

1984 ◽  
Vol 12 (3) ◽  
pp. 55-60
Keyword(s):  
Class Size ◽  
School Size ◽  
Size Class ◽  
Educational Context ◽  
Factors Affecting ◽  
School Organisation

The Commonwealth Schools Commission published, in April this year, Commonwealth Standards for Australian Schools, in which the Commission establishes a range of recurrent resource standards which it judges to be desirable for Australian schools.In the first part of the report the Commission addressed the principles by which such standards were established as well as the educational context and objectives of Australian schooling, and considered the factors affecting the development of these objectives, the changes in society and education.In the second part of the report, Basic Recurrent Resource Standards for Australian Schools, recommendations are made for school organisation, school size, class size and student groupings, staffing and other resources.

Spending, Size, and Grade Span in K–8 Schools

2009 ◽  
Vol 4 (1) ◽  
pp. 60-88 ◽  
Author(s):  
Ross Rubenstein ◽  
Amy Ellen Schwartz ◽  
Leanna Stiefel ◽  
Jeffrey Zabel
Keyword(s):  
New York ◽  
Public Schools ◽  
Class Size ◽  
School Size ◽  
School Level ◽  
School Grade ◽  
Level Data ◽  
Grade Span ◽  
Using Data ◽  
Level Performance

Reorganizing primary school grade spans is a tractable and relatively inexpensive school reform. However, assessing the effects of reorganization requires also examining other organizational changes that may accompany grade span reforms. Using data on New York City public schools from 1996 to 2002 and exploiting within-school variations, we examine relationships among grade span, spending, and size. We find that school grade span is associated with differences in school size, class size, and grade size, though generally not with spending and other resources. In addition, we find class size and grade size differences in the same grade level at schools with different configurations, suggesting that school grade span affects not only school size but also class size and grade size. We find few relationships, though, between grade span and school-level performance, pointing to the need to augment these analyses with pupil-level data. We conclude with implications for research and practice.

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