Getting to Know the Term of Class Size Reduction (CSR) and Its Positive Impact in The World of Education (Historical Review)

Mustofa Aji Prayitno

doi:10.58355/competitive.v2i2.22

Authors

Mustofa Aji Prayitno IAIN Ponorogo

DOI:

https://doi.org/10.58355/competitive.v2i2.22

Keywords:

Class Size Reduction (CSR), Education Program, Historical Review

Abstract

Class size reduction (CSR) program is a policy that has been implemented in the world of education to improve the quality of teaching and learning. This research aims to provide a historical review of CSR and its positive impact on education. Through library research, this study collects information on the CSR concept, evaluates CSR programs that have been implemented in various countries, and analyzes the positive impacts of those programs, such as increased teacher attention, improved social interaction, higher academic achievement, better teacher job satisfaction, enhanced equity, fewer discipline problems, more time for instruction, more time for individualization, and more varied instructional learning strategy. However, there are also criticisms of CSR, such as the high cost and the lack of consistent empirical evidence regarding its impact on student academic achievement. This study concludes that CSR is a promising policy for improving the quality of education, but its implementation requires careful consideration and evaluation. The findings of this study can provide insights for policymakers and education practitioners in deciding to implement CSR in their schools.

Downloads

Download data is not yet available.

References

Achilles, C. M., Finn, J. D., & Pate-Bain, H. (2002). Measuring Class Size: Let me Count the Ways. Educational Leadership, 59(5).

Bascia, N. (2010). Reducing class size: What do we know. Canadian Education Association.

Blatchford, P., Bassett, P., & Brown, P. (2011). Examining The Effect of Class Size on Classroom Engagement and Teacher–pupil Interaction: Differences in Relation to Pupil Prior Attainment and Primary vs. Secondary Schools. Learning and Instruction, 21(6), 715–730. https://doi.org/10.1016/j.learninstruc.2011.04.001

Brewer, D. J., Krop, C., Gill, B. P., & Reichardt, R. (1999). Estimating the Cost of National Class Size Reductions Under Different Policy Alternatives. Educational Evaluation and Policy Analysis, 21(2), 179–192. https://doi.org/10.3102/01623737021002179

Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The “Why’s” of Class Size: Student Behavior in Small Classes. Review of Educational Research, 73(3), 321–368. https://doi.org/10.3102/00346543073003321

Hanushek, E. A. (1999). Some Findings From an Independent Investigation of the Tennessee STAR Experiment and From Other Investigations of Class Size Effects. Educational Evaluation and Policy Analysis, 21(2), 143–163. https://doi.org/10.3102/01623737021002143

Hoxby, C. M. (2000). The Effects of Class Size on Student Achievement: New Evidence from Population Variation. The Quarterly Journal of Economics, 115(4), 1239–1285. https://doi.org/10.1162/003355300555060

Hruz, T. (2000). The Costs and Benefits of Smaller Classes in Wisconsin: A Further Evaluation of the SAGE Program. Wisconsin Policy Research Institute Report, 13(6).

McGiverin, J., Gilman, D., & Tillitski, C. (1989). A Meta-Analysis of the Relation between Class Size and Achievement. The Elementary School Journal, 90(1), 47–56.

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. Sage.

Molnar, A., Smith, P., Zahorik, J., Palmer, A., Halbach, A., & Ehrle, K. (1999). Evaluating the SAGE Program: A Pilot Program in Targeted Pupil-Teacher Reduction in Wisconsin. Educational Evaluation and Policy Analysis, 21(2), 165–177. https://doi.org/10.3102/01623737021002165

Scottish Executive. (2006). Scottish schools (parental involvement) Act 2006. Scottish Executive.

Shin, I.-S., & Chung, J. Y. (2009). Class Size and Student Achievement in The United States: A Meta-analysis. KEDI: Journal of Educational Policy, 6(2), 3–19.

Sutton, L. C., Jones, P., & White, J. (2008). Florida’s Class Size Amendment and Co-Teaching: An Uneasy Partnership. Educational Considerations, 36(1), 17–20. https://doi.org/10.4148/0146-9282.1159

Thompson, C. L., & Cunningham, E. K. (2001). The Lessons of Class Size Reduction. First in America Special Report.

Wang, L., & Calvano, L. (2022). Class size, Student Behaviors and Educational Outcomes. Organization Management Journal, 19(4), 126–142. https://doi.org/10.1108/OMJ-01-2021-1139

Wang, M. C. (2000). How Small Classes Help Teachers Do Their Best Recommendations from a National Invitational Conference. The CEIC Review, 9(2), 1–26.

Word, E. R. (1990). The State of Tennessee’s Student/Teacher Achievement Ratio (STAR) Project: Technical Report (1985-1990).

Yeh, S. S. (2009). Class size reduction or rapid formative assessment? Educational Research Review, 4(1), 7–15. https://doi.org/10.1016/j.edurev.2008.09.001

Zed, M. (2014). Metode Penelitian Kepustakaan. Yayasan Pustaka Obor Indonesia.