ABSTRACT
In the introduction to this book we showed that the main focus of debate about class size has been whether or not differences in class size affect pupil academic attainment, in particular do small classes lead to a beneficial effect on pupil academic performance and learning. In the introduction and Chapter 6 we argued that views on class size, especially as expressed by policy makers, think tanks and politicians, have increasingly become reliant on evidence from secondary and econometric analyses. In various places in this book we have looked at the limitations of this form of evidence. We have also pointed out that there are in fact relatively few high-quality dedicated studies of class size and this is odd and unfortunate given the public profile of the class size debate and the need for firm evidence based on purposefully designed research fit for purpose.
