The small classes seem to reduce the negative effects of big schools. Early identification of special needs in small classes appears to reduce later special education placements and pull out program assignments. There are relatively fewer retained students in the small classes. Students in small classes are more engaged and participate more in small classes and this may influence dropout rates and graduation, as well as improve achievement. Student scores improve for all students and in all subjects as opposed to single subject or small group interventions such as Success For All and Reading Recovery, which are based on reduced class size during treatment and may cost as much or more for fewer students.
Small classes are more preventative than remedial in approach and benefit all students.
If this method is not implemented in the early grades, then as much gain cannot be expected, unless more expensive programs, tutorials, etc. are used. These types of programs cause labeling and the usual costs of retention as well as dropping out of school. The Tennessee State University class size and academic achievement research reported in this Executive Summary is based on the premise of increasing our knowledge and understanding of how to improve schooling. Our research on class size is not done as a form of advocacy for this exclusive approach on how to improve academic achievement and equity. The TSU research has benefited some 18 states in the United States and is influential in other countries in terms of improving research and educational policy.