Scottish Parent Teacher Council

Benefits of smaller class sizes questioned by study

Read Judith Gillespie's letter sent to "The Herald" newspaper on November 27th 2007.

Dear Sir,

Far from the headline "benefits of smaller class sizes questioned by study" being misleading, I think it is a more than fair representation of the situation, as the research gave no proof of benefit and in fact appeared to suggest the opposite.

As was made clear, the problem with research into class size is that it is extremely difficult to separate the "class size" effect from other effects like social background or teacher competence. The one project that seems to be accepted as avoiding these pitfalls shows that benefit is restricted to the youngest and least able in the class but that this benefit does not survive as the child moves up the school. Moreover, on the subject of research, a recent report by McKinsey consultants (co-written by Michael Barber) found that the quality of teachers is the key to high attainment - far more important than smaller class sizes. Looking at countries around the world, they found that there was a strong correlation between educational performance and the standard of graduate that moved into the teaching profession.

Class size is an EIS policy and they have understandably pursued it vigorously with threats of industrial action, lobbying of politicians and a petition that was put round school (staff)rooms by EIS reps. Moreover, if the purpose of the exercise is cutting teacher workload then this is completely the right way to go and fully in line with the general improvement of teachers' pay and conditions since 2000, including the justified increase in salary and a cut in class contact time amounting to ten percent for primary teachers.

However, if the purpose is to increase pupil attainment, then things become less clear. The research that smaller class sizes lead to across-the-board increases in attainment is at best ambiguous whilst that group that have been shown to benefit from smaller classes - the least able and youngest - can be better helped through more targeted use of resources and teacher time. I refer of course, to the highly successful literacy programme in West Dunbartonshire. Yes, they have put in extra teachers, but in a targeted way and for specific teaching/support; they have not spent money on extra classrooms to accommodate a general class size reduction.

Also, spare a thought for what the current complexity of class size means for children starting in primary school. They may start in a small class, but this might also be a composite class as the school attempts to match classrooms, children and class size regulations. Then, as they move up the school and on into secondary, they will find themselves being moved perhaps in and out of composite classes or into classes of 33 in the upper primary, back to 20 for English, Maths and practical subjects in secondary but 30 for other subjects including languages. The core group may be lucky and stay together, but those on the periphery could spin around like a whirligig on a windy day. As constancy is a proven plus in educational terms, then such an experience does not augur well for those unlucky enough to be in perpetual motion.

Yours sincerely
Judith Gillespie
Development Manager, Scottish Parent Teacher Council.

Return to previous page