1. NCLB increases pressure to meet AYP and show improvement Staff constitutes the largest portion of budgetary spending, so is often a target to reduce spending Budget shortfalls have impacted all areas Recently passed referendum has increased public scrutiny of expenditures Reedsville High School Currently has no policy related to class size Our staff numbers have decreased (through attrition) What is the impetus for doing this study?

2. Three most referenced class size studies are: Tennessee Star Program Indiana’s Primetime Wisconsin Sage Program All three Studies showed, conclusively, that decreased class size at the lower primary levels improves student performance. Summary of Literature:

3. Two Studies at the college level showed Increased class size has a negative effect on student achievement (Binghamton University—Jack Kiel & Peter Partell) Increasing Average Class size decreases likelihood of a student returning (to Binghamton University) Largest determining factor of success at the college level is class size (course level is s#2) (study by Lara N. Sarkissian) Summary Continued:

4. Secondary Level: A CASE STUDY OF CLASS SIZE AND STUDENT SUCCESS IN THREE SOUTHERN WISCONSIN HIGH SCHOOLS by Mark Daniel Coombs Looked at 3 Wis. High Schools over 1000 Used WKCE Test Results Interviewed Scheduling Supervisors Report Suggests that Decrease in class size results in an increase of WKCE math score* Increase in class size results in an increased graduation rate Increase in class size resulted in increase in WKCE English scores* (25.4 to 25.8 students and 23.5 to 24.25 students) Summary Continued:

5. Primary Question: What is the impact of class size on the depth of instruction in the classroom? Secondary Questions: What is the impact of class size on student participation in the classroom? What is teacher perception of the impact of class size on students? Study Question:

6. Hypothesis: Smaller Classes will be more likely to ask questions at the higher levels of Bloom’s Taxonomy, especially in Core Subject areas Smaller Classes will have more student participation than larger class sizes Large Class = 21-25 Medium Class = 16-20 Small Class = Less than 15 Note (no classes were reported over 25) My Study

7. Study consisted of a survey completed by teachers 15 of 22 completed the survey questions focused on class size, student participation, and level of questions asked based on Bloom’s taxonomy One on one interviews with randomly selected teachers. questions focused on the ability to connect, engage, and help students in small vs. large classrooms Study continued:

8. Teachers asked higher order thinking questions more often in core areas More than 50% student participation was reported in ALL classes under 15 Less than 50% student participation in all classes over 21 students 16-20 students participation was mixed 100% of classes over 21 reported “Often” using knowledge level prompts Results

9. Interviews*: Teachers feel students are more connected or involved in small classes Teachers do not feel they understand/or can address individual student learning needs as well in large classes setting Small classes create connections that continue beyond the classroom *interviews are not complete at this time Results Continued:

10. Although the number of higher order thinking questions used in lower level classes was inconclusive, the study clearly revealed that large classes ask many more knowledge level questions and are less likely to prompt students to think deeper and student involvement is greatly increased in smaller courses. Reedsville High School Should institute a policy to decrease class sizes if only to increase student involvement and sense of connection Recommendations