The purpose of this study was to investigate whether ethnicity, gender, grade level and content area mediate the relationship between class size and student achievement. Twenty six educational research studies were collected for this meta-analysis. A meta-analytical approach using like data sets were used to report the most accurate information. Fixed and random effect models were used to ensure the distribution across different studies. A total of three studies were meta-analyzed for this research. The studies included in this research examined class size and student achievement for students in grades K-7. This research examined whether there was a mediating effect on ethnicity, gender, grade level, and content area in the class size and student achievement studies collected and correlated. The results indicate that smaller class size does have a positive impact on student achievement when mediated by ethnicity, grade level, and content area. When examining ethnicity as a mediating factor, a stronger correlation exists for minority students than for whites. When examining grade level as a mediating factor results indicate that a stronger correlation exist for lower grades K-3 than upper grades 4-7. A stronger correlation is present in the content area of reading as compared to other content areas when it was used as a mediating factor. When examining gender as a mediating factor, the largest effect sizes were reported for females in reading as opposed to males in math, both for first grade. These results correlate with those presented in other mediator sections of the study. The results found in this research will contribute to the literature concerning class size and student achievement and will help inform educational policy makers regarding class size as an educational issue.

The school board of a school district in South Carolina has proposed to increase class size in all schools due to mandatory budgetary reductions. However, at the secondary school level, the literature on the effect of larger class size on student achievement is conflicting. The theoretical framework by Lazear suggested that the minimization of negative externalities (i.e., problematic behavioral and academic characteristics of students) achieved through the mechanism of smaller class size impacts student learning. Reducing the number of students in a classroom alters the entire classroom environment, creating a more positive learning environment in which students are able to forge better relationships with classmates and teachers. The research question for this study examined whether class size in secondary school predicted student achievement as measured by teacher-issued end-of-course numerical student grades (TIECNSG). The study used a correlational design with a sample of 17,582 TIECNSG from 5 secondary schools in the district. The effect of smaller class sizes on TIECNSG was determined through the use of a linear regression model. For 9 course offerings, an increase in class size resulted in a decrease in TIECNSG, whereas for 8 course offerings, an increase in class size resulted in an increase in TIECNSG. The results of this study, therefore, were inconclusive, suggesting that other unaccounted confounding variables may have affected student achievement. This study can be used to promote positive social change by creating a dialogue between parents and school administrators who often have opposing points of view in terms of the effects of class size. In addition, it is recommended that a district's school board should authorize additional studies prior to taking any course of action that would affect class size at the secondary school level.

In the 1996–1997 school year, California instituted one of the most costly and far-reaching educational reforms in the nation, reducing class size to 20 to 1 in first grade classes. The following year the California legislature authorized the expansion of class size reduction up to four grades (Kindergarten through third grade). This study investigated teacher attitudes toward students, training, and teaching methods when working in reduced class size settings (20 to 1). The study used survey and in-depth interview data. In the 1996–1997 school year several questions on teaching in a reduced class size setting were included in a survey sent to all teachers in the Sacramento City Unified School District. In the 1997–1998 school year all teachers working in reduced class size settings were surveyed for this study. Over two hundred teachers (46.6%) returned the survey. Follow-up interviews were conducted with sixteen teachers. The survey data indicated that teachers felt that they were using individualized instruction, providing feedback, and monitoring student progress more because of smaller class size. Teachers were more willing to attend training in specific areas. Teachers also communicated higher expectations to students. Interview data strongly indicated that teachers were experiencing higher job satisfaction, and that they felt they had a higher level of effectiveness because of class size reduction. The results of this study confirmed the results of prior research that size reduction has a very positive effect on teacher attitudes.

Time, the one educational resource educators desire most, is so often in short supply in America 's schools. The ability of the school administrator to schedule teachers' and students' time so that both groups can maximize opportunities for teaching and learning each day has become an essential skill. Changing the structure of the school day to extend learning opportunities requires that administrators, teachers, and students have a firm commitment and clear understanding of the educational resources and processes of time. Successful practices regarding the use of time include: (a) careful planning and design, (b) adequate staff preparation and training, (c) effective use of extended time, and (d) a focus on equal access for students to multiple learning opportunities. Schools are under enormous pressure to show, through improved test scores, that they are providing every student with a thorough and efficient education. A review of the literature on alternative scheduling practices that use specified and structured blocks of learning time, focuses, overwhelmingly, on high school alternative scheduling models. However, there is a paucity of current research on the effects of alternative scheduling practices on elementary school cultures even though the elements of one particular method, parallel block scheduling, have been employed for over 30 years in elementary schools. This lack of research points to the necessity of exploring the benefits of alternative scheduling practices for delivery of instruction as well as changes in elementary school scheduling since the implementation of the No Child Left Behind mandate. / Ed. D.

The purpose of this qualitative study was to analyze the perception of elementary teachers and their practices when transitioning from small classes of 20 to larger classes of 28 or more students. The respondents were asked questions about how they have adjusted to the instruction of the curriculum, classroom management, monitoring of student achievement, and the level of support received from administration as a result of increased class sizes due to the elimination of California's Class Size Reduction program. The respondents were asked to compare what they did with a class size averaging 20 to their current class size which averaged 28.6 students. The results of the interviews varied, but overall, the teacher's workload, quality of instructional programs, student behavior, and the personal connection between the student and teacher seem to be the areas most affected by larger class sizes. An underlying issue consistently surfaced throughout the interviews. The demands set forth by the district and state, such as pacing and rigorous curricular programs, was an area of concern for the participants in this study. This study identified areas where teachers feel they need more support and training and where change is needed.

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