Tim McCarthy EDU Data Analysis II Dr. Ianni Fall 2013

Chapter I- Introduction This was a preliminary study examining class size and the impact on student achievement. The ultimate goal and purpose of this study was to examine if class size significantly impacts student growth. Evidence suggests that class size reduction is associated with increased student achievement. The problem is that there is little research to support such initiatives at the secondary level which “accentuates the relative void of research on older students,” according to Wyss, Tai, and Sadler (2007, p. 47).

Research Questions The following questions were used to guide the study: What are the correlations in the Regents test scores for English among students enrolled in smaller average class sizes? What are the correlations in the Regents test scores for Science among students enrolled in smaller average class sizes?

Chapter II- Literature Review Class size reduction (CSR) has played an integral role in educational reform which stemmed from a growing concern over decreased student achievement. This tactic has been widely used since the mid 1980s (Mayer et al., 2000, p. 31). As a tool for reform, class size can impact how teachers “implement course content, instructional pedagogy, and technology use (Maples, 2009, p. 14).” It is important to note, however, that substantial increases in student achievement were seen only when the class sizes were reduced to below 20 students (Maples, 2009).

Chapter II- Literature Review Smaller classes allows teachers to individualize instruction to best fit the needs of students. Teachers also have more time to not only to cover more content, but they are also able to go more in depth. Yet, Anderson (2001), “Emphasized that the presence of small classes alone would not influence student achievement. Rather, it was what teachers did in and with smaller classes that made the difference (p. 6).” Classroom instruction is “the most powerful aspect of schooling for achievement (Ehrenberg et al., 2001, p. 20).” They concluded that improved student achievement derived from the ability of teachers to match their teaching strategies and instruction to fit the needs of students.

Chapter II- Literature Review Class Size Instructional Behavior Student Engagement Higher Achievement (Mayer et al., 2000)

Chapter III- Methodology Step 1- Pick 5 descriptive analysis and graph the data Step 2-Correlations of 3 of the descriptive components Step 3- Describe 2 regression analysis of 2 correlations

Chapter IV- Findings

Research questions revisited: What are the correlations in the Regents test scores for English among students enrolled in smaller average class sizes? What are the correlations in the Regents test scores for Science among students enrolled in smaller average class sizes? Research clearly states that smaller class sizes open up many opportunities for both students and teachers. The findings in this study are consistent with the research in that smaller class sizes did in fact equate to higher achievement. It is recommended that the district strive to reduce average class sizes below 20. It is also recommended that the school district invest in professional development to help teachers better reach their students, use their time more effectively, broaden their repertoire of instruction and engage students in meaningful tasks as smaller class sizes do not automatically increase student achievement. Chapter V- Conclusion

Works Cited Anderson, L. W. (2001, October). Balancing breadth and depth of content coverage: Taking advantage of the opportunities provided by small classes. Reports and Recommendations from a National Invitational Conference. The CEIC Review, 10, 8-9. Ehrenberg, R. G., Brewer, D. J., Gamoran, A., & Willms, D. (2001). Class size and student achievement. Psychological Science in the Public Interest, 2, Finn, J. & Achilles, C. (1999). Tennessee's class size study: Findings, implications, and misconceptions. Educational Research and Policy Analysis, 21, Krieger, J. (2003, February). Class size reduction and beyond. Paper presented at Serve 2003 Research and Policy Size Symposium, Raleigh, North Carolina. Maples, J. B. (2009). An Analysis of the Effects of Class Size on Student Achievement in Selected Middle Schools in the Sandhills Region of North Carolina. ProQuest, Mayer, D. P., Mullens, J. E., & Moore, M. T. (2001). Monitoring school quality: An indicators report. Education Statistics Quarterly, 3, 1-9. Wyss, V. L., Tai, R. H., & Sadler, P. M. (2007). High school class-size and college performance in science. The High School Journal, 90,