The wisdom of class-size reduction

In this study, the authors explore the implementation of a statewide class-size reduction program in nine high-poverty schools. Through qualitative meth-ods, they examined how schools used class-size reduction to change staffing patterns and instructional programs. Requiring changes in space allocation, class-size reduction was accomplished through attention to pupil:teacher ratio, with classes ranging from 15:1 to 30:2 team taught. Most partner classes used tag-team teaching, with one teacher leading and the other doing cleri-cal work. Working without specific professional development to enhance teaching in smaller classes, it made sense that teachers continued to solo prac-tice. Class-size reduction is both a programmatic and instructional reform, and as such, it requires specific professional development to promote change