Class Size Debate: Research Shows Little Link to Achievement

In Alberta, the question of whether class size impacts academic achievement has sparked significant debate among educators and policymakers. Education Minister Demetrios Nicolaides asserts that there is no evidence linking the two, while opposition spokesperson Amanda Chapman and Jason Schilling, president of the Alberta Teachers’ Association, argue that overcrowded classrooms hinder students’ learning capabilities.

This controversy has prompted researchers to examine existing literature on the subject. A recent meta-analysis reviewed more than 60 empirical studies and reached a decisive conclusion: “The bottom line is that the empirical evidence, when considered as a whole, shows little effect of class-size reductions in most commonly examined contexts, except for very small classes of around 15 students or fewer,” according to a forthcoming study by Opatrny et al. This comprehensive analysis takes into account various factors, including classroom complexity and publication bias.

The findings align with previous meta-analyses conducted by Filges et al. (2018) and Hattie (2023), reinforcing the assertion that class size does not significantly influence academic outcomes for the majority of students. Notably, the research indicates that for class size to have a notable effect on achievement, classrooms must contain fewer than 15 students. Implementing such a cap poses substantial financial and logistical challenges.

An important aspect of this discussion is the performance of Alberta students in national assessments. Despite lacking a provincial cap on class sizes, Alberta consistently ranks among the top provinces in Canada for reading, math, and science competitions. This data challenges the notion that class size is a primary determinant of academic success.

While acknowledging the complexities of classroom dynamics, George Georgiou, a professor in the Faculty of Education at the University of Alberta, emphasizes the need for a professional approach to education policy. He argues that personal feelings should not overshadow the evidence presented by research.

As educational stakeholders continue to engage in discussions about class size policies, the findings suggest that more research is needed to identify effective strategies for enhancing student achievement. Until substantial benefits from class-size reductions are established, the conversation remains focused on evidence-based practices to support learning outcomes in Alberta’s classrooms.