The Student / Teacher Achievement Ratio (STAR) project compared the academic achievement of low - income
elementary students in small classes of 13 - 17 with that of similar students in larger classes of 22 - 25.
In 11 of the 18 nations, the estimate of the effects of class size were positive and statistically significant, suggesting that students in larger classes perform significantly better than
students in smaller classes.
Evidence is mounting that
students in small classes are more engaged in learning activities, and exhibit less disruptive behaviour.
Students in smaller classes are more engaged and focused, and teachers spend more time on instruction and less time on classroom management.
Private schools frequently go one step further by citing the «individualized», «customized», or otherwise «personalized» attention available to
students in small classes.
The students in the smaller classes performed better and had a higher likelihood of lifelong success than their peers in the larger classes.
It is beneficial and rewarding for a teacher to be able to reach
a student in a small class and to foster discussion and participation that encourages learning.