Research indicates that districts with large student populations can benefit from class size modifications. Egalite and Kisida (2016) argue that there are several negative student academic and behavioral outcomes associated with larger schools, especially as grade level increases. Also, in several Texas schools the influence of class size has been evaluated and shown that student-teacher ratio effects student academic achievement (Fan, 2012). The studies described how large class size was associated with increased rates of misbehavior due to lack of teacher control and discipline within the classroom. Data indicated that as student-teacher ratio increased above a ratio of eighteen to one (18:1), student achievement decreased across 7th grade classrooms (Fan, 2012). Research from the Student/Teacher Assessment Ratio (STAR) experiment implemented in Tennessee indicated that a more appropriate student-teacher ratio was fifteen to one (15:1); the implemented ratio improved academic performance in early math and reading, and also improved student behavior. Fan (2012) also examined data across fourth grade groups which indicated that smaller student-teacher ratios promoted higher academic achievement and enhanced social environments of learners, especially those in lower income districts. Some trends to reduce class size include the construction of more schools, additional classrooms, and the employment of more qualified teachers and instructional aids. The less time educators spend giving attention to classroom disciplinary concerns, the more time can be devoted to academic instruction, which positively impacts overall classroom management and student
Research indicates that districts with large student populations can benefit from class size modifications. Egalite and Kisida (2016) argue that there are several negative student academic and behavioral outcomes associated with larger schools, especially as grade level increases. Also, in several Texas schools the influence of class size has been evaluated and shown that student-teacher ratio effects student academic achievement (Fan, 2012). The studies described how large class size was associated with increased rates of misbehavior due to lack of teacher control and discipline within the classroom. Data indicated that as student-teacher ratio increased above a ratio of eighteen to one (18:1), student achievement decreased across 7th grade classrooms (Fan, 2012). Research from the Student/Teacher Assessment Ratio (STAR) experiment implemented in Tennessee indicated that a more appropriate student-teacher ratio was fifteen to one (15:1); the implemented ratio improved academic performance in early math and reading, and also improved student behavior. Fan (2012) also examined data across fourth grade groups which indicated that smaller student-teacher ratios promoted higher academic achievement and enhanced social environments of learners, especially those in lower income districts. Some trends to reduce class size include the construction of more schools, additional classrooms, and the employment of more qualified teachers and instructional aids. The less time educators spend giving attention to classroom disciplinary concerns, the more time can be devoted to academic instruction, which positively impacts overall classroom management and student