THE ISSUE OF CLASS SIZE FOR YOUNG-CHILDREN IN SCHOOLS - WHAT CAN WE LEARN FROM RESEARCH

The debate over class sizes in schools has become more heated in recen t years. Over the past decade or so, class sizes at primary level have increased, and without action to the contrary look like they will con tinue to rise. In the face of this, educational pressure groups and ot hers have made increasingly strong recommendations about the need to r educe class sizes in primary schools. Government spokespeople drawing on accepted wisdom about research, say there is no proven link between school class size and pupils' progress. Yet recent research evidence from the USA, and an accompanying debate over the findings and the use of public funds, have improved our understanding about the effects of class size. This paper examines the most recent documentary and resea rch evidence in an attempt to answer three questions: how have class s izes changed over the past decade, what is known about the link betwee n class size and educational attainment, and what, in terms of classro om processes, might explain the link. It is concluded that there is no w firm evidence of a link, but only in the early years and only with c lasses smaller than 20. The evidence supports the reduction of class s izes in the first years at school, especially with disadvantaged pupil s, but much still needs to be researched.