Class size effects: Assessing the evidence, its policy implications, and future research agenda

Where is there a school system having a sum of money with which to investig ate and perfect a scheme experimentally, before putting it into general ope ration? And can we expect continuous and intelligent progress in school mat ters until the community adopts a method of procedure which is now a common place with every great industrial undertaking? Is not the existing method o f introducing reforms into education a relic of an empirical cut-and-try me thod which has been abandoned in all other great organizations? And is not the failure to provide funds so that experts may work out projects in advan ce a pennywise and pound foolish performance?.