Elementary School Size and Student Performance: A Conceptual Analysis

In this article, we reviewed the empirical literature concerning the relationship between school size and student performance with a focus was on determining the extent to which school size, specifically elementary school size, was related to student academic achievement. Most of the extant literature was on secondary school size with fewer studies published on elementary school size and even fewer studies published on middle school size. In this review, we provide a critical analysis of the available research on school size. Moreover, the benefits and disadvantages of small versus large schools were analyzed. Despite an abundance of published research studies, definitive answers regarding school size and student performance remain unanswered. Decisions about school size appear to be complex and involve a variety of factors such as costs, community support, and students with special educational needs. 1 NCPEA Publications note: This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the International Journal of Educational Leadership Prepa-ration,