On the Same Page

The University of Chicago Laboratory Schools

On the Same Page

April 2004

Does Class Size or School Size Matter?

During the first week of our spring break, my wife and I traveled to Italy. At a local Caffe bar, I made the mistake of ordering two large American coffees. (In hindsight, I guess I was used to the Italian adjectives used to describe the choices at Starbucks.) My order prompted a discussion about beverage and food portions, and our server opined that Americans are preoccupied with size. After being served the only size�small�I thought a great deal about what the gentleman behind the counter had said. Admittedly, he made an interesting point.

From "supersized" fast foods to the SUVs on our roads, many of us do focus on how much or how big rather than on quality.

In an attempt to shape the future direction of the Laboratory Schools, we have begun an important conversation about two educational variables�class size and school size. I hope that this conversation will help all of us understand the pros and cons associated with size and that quality will always remain the primary objective as we make decisions.

Class Size — Common sense would suggest that children do achieve better in smaller classes. In the educational establishment, I can think of no other learning variable that has received more attention than class size. It is a perennial topic of discussion when teacher organizations bargain collectively. Even the political arena has become involved, as many states have enacted class size reduction legislation.

However, current research is conflicting and does not present a clear picture of what should be done in a school with a population of children like those who attend Lab. I also know of no studies that compare the impact of student achievement by reducing class size versus the addition of a teacher assistant. On the side of class size reductions come the following conclusions:

"When planned thoughtfully and funded adequately, long-term exposure to small classes in the early grades generates substantial advantages for students in American schools."
"Extra gains from small classes in the early grades are larger when class size is reduced to less than 20 students."
"Although extra gains from small classes in the early grades appear for all types of students (and seem to apply equally to boys and girls), they are greater for students who have traditionally been educationally disadvantaged" (What Research Says about Small Classes and Their Effects, 2002).

An opposing point of view also exists in the literature. Typical of this point of view is the work of Eric A. Hanushek from Stanford University. He concludes that "Existing evidence indicates that achievement for the typical student will be unaffected by instituting the types of class size reductions that have been recently proposed or undertaken. The most notable feature of policies to reduce overall class sizes will be a dramatic increase in the costs of schooling, an increase unaccompanied by achievement gains" (The Evidence on Class Size, 1999).

Granted, most research has been conducted in the public schools where the learning differences in classrooms are often much greater than at Lab. However, our class sizes are comparable to many of the suburban public schools� classes. The most obvious reason for this is related to our mission statement and appreciation for diversity. Simply put, when a reduction in class size occurs at Lab, our mix of students could be adversely affected. Why?

Historically, 50 percent of our students come from families affiliated with the University of Chicago. They receive admissions priority followed by the children of alumni and siblings of current students. The remaining openings are then filled with children whose families have no affiliation with Lab, and it is from this group where most of our economic and representative local diversity comes.

When asked, I have consistently stated that, as a teacher, I would prefer a smaller to a larger class size, and most teachers can give convincing anecdotal information to support me . . . but, at what price?

School Size — Most people are surprised to learn that the Laboratory Schools are among the five or six largest independent schools in the continental United States. At nearly 1,700 students, we are divided into four schools. The divisions were created as a conscious attempt to have an environment in which every child is known well.

With the possible exception of the American high school, little research has been conducted on optimal school size. �Current findings indicate that high schools with a size of no more than 600 students, foster situations in which teaching and learning more readily thrive� (Breaking Ranks: Changing an American Institution, 1996). If University High School were to increase by 100 students, our enrollment would be 565. Most independent schools are planned with a fixed size in mind in order to maximize the use of the physical plant. Our growth over the past 100 years has been directly influenced by the needs of the University of Chicago and is roughly proportional to the University�s growth.

By asking the question, What can we do to improve the Lab Schools? I have learned from both recent alumni and current students that there is a desire to have an infusion of new students at ninth grade, the entry point of high school. Many of our students have been at Lab since they were three years of age. �Lifers� especially want to meet new students, and it is at the high school when socialization, service, and the opportunity for leadership become an important part of one�s overall experience.

Of course, increasing the size of the high school will require additional space and staff. We are discussing our space needs with the University and will be asking for a commitment to have the rest of Judd Hall turned over to us as soon as possible. Without this space, followed by the time to renovate it adequately, we cannot plan for any change to the size of our school in the near future.

Size does matter, but what matters the most is the quality of the size or, as Mark Twain once said, "It is not the size of the dog in the fight, it is the size of the fight in the dog." I encourage you to write down your thoughts about both class and s chool size and forward them to me. Your thoughts will be shared with our Board of Directors and are sure to be helpful as future plans begin to materialize.

David W. Magill
Director