ABSTRACT
Since the publication of Glass and Smith’s meta-analysis, numerous studies have been conducted on the relationship between class size and student achievement. Fortunately, Zahorik and Molnar, Smith, Zahorik, Palmer, Halbach, and Ehrle have begun to formulate such a model. More individualized instruction should result in greater content coverage. Finally, increased content coverage should produce greater student achievement. The greatest empirical support is for the relationship between reduced class size and fewer discipline problems. Studies conducted at various school levels and in several different countries using both observational and teacher self-report data have supported this relationship. Empirically speaking, the model breaks down at the next level. Most of the research attempts to link individualized instruction directly to class size, rather than to fewer discipline problems, greater knowledge about students, and greater teacher satisfaction and enthusiasm as specified in the model.
