This weblog entry is part of a continuing paragraph by paragraph critique of Jay Greene’s essay about myths in education.

The introduction is here.

Jay Greene’s “Education Myths,” paragraph 29
The class size myth (continued)

Unlike other myths, this one isn’t totally baseless. Research suggests there may be some advantages to smaller classes–though if so, the benefits are modest and come at a very high price tag. And whether this research is actually correct is a matter of debate. So the strong claims for class size reduction made by political activists are not at all justified.

I have shown in previous posts that solid research contradicts Greene’s opinions, his own research techniques have been challenged by professional researchers, and his creditability has been damaged by his own statements.

Greene does not define what advantages there may be in smaller classes, and he is vague about the research itself, except to point out its accuracy is a matter of debate. I will remind readers that the tobacco companies debated the affects of cigarette smoking when they knew the truth. Just because there is a debate doesn’t mean both sides carry the same weight. Green states that gains were modest, which is not true. Educational research is almost always debated by an opposing ideology no matter how solid it is, so to say it is debatable is not an argument. Let’s hear the debate, presented with facts, to allow us to make up our mind. Greene’s evidence will be presented in the next post, and I will show that he is not only wrong, but most likely trying to purposely mislead his readers.

Before I present that evidence in the next post, I would argue that common sense says small classes are a benefit. Ask a parent and most will answer that small class sizes are preferable, if not critical, in the elementary grades. Common sense tells parents that for every student added to a classroom, individual time spent with their child will be decreased. Even if a class of 25 and a class of 50, with similar populations, could earn similar test scores, that does not mean the class of 50 is as good as the class of 25. Quality is more than an end of year test score. Part of class size is about the environment in which learning takes place. However, Greene is not interested in the warm-fuzzy aspect of small classes, so I will focus on the “modest benefits” Greene claims smaller classes receive.

Sometimes research can trump common sense. Variables that we do not see affect the outcome. This is one reason we do research – to back up our logic and common sense conclusions. In the next post, Greene criticizes Project STAR, rock solid research that backs up using small class sizes. I will counter his arguments, point out where he does not tell the truth, as well as show you there are other studies which confirm the benefits of small classes, and that these benefits are far from modest.