Details
- Publication date
- 30 September 2011
- Author
- European Expert Network on Economics of Education (EENEE)
- Geographical scope
- European Union
- Level of education focus
- School education
- Thematic areas covered
- Educational effectiveness and efficiency
- Governance of education
- Investment in education, economic impact of education
- Monitoring and quality assurance
- Quality and inclusive education for all
- Teachers and trainers
Description
This policy brief by Hanushek and Woessmann challenges the common assumption that reducing class size significantly improves student achievement. Drawing on extensive empirical research, including international and national studies, the brief finds that class size has little consistent impact on learning outcomes, especially when compared to teacher quality.
The data shows no clear link between smaller classes and better performance, even in disadvantaged groups or early grades. The brief also notes that spending on class size may divert resources from more effective interventions, such as improving teacher quality. Evidence suggests that high-quality teachers can deliver strong results regardless of class size, while low-quality teaching cannot be compensated for by smaller classes.
The authors argue that investing in attracting and retaining effective teachers is a far more promising strategy. Ultimately, focusing on institutional reforms and teaching effectiveness offers better returns than blanket reductions in class size.
Authors
Eric A. Hanushek, Ludger Woessmann
Cite as
Eric A. Hanushek, Ludger Woessmann (2011). 'Class Size: Does It Matter?', EENEE Policy Brief 2, 2011
