Date of Award

Spring 5-2009

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Terry Reid

Second Advisor

Dr. Sherry DeVore

Third Advisor

Dr. Kevin Kopp

Abstract

This study detailed the significance of class size on student achievement. The dependent variable represented in this study was AYP (Annual Yearly Progress) cumulative scores of Missouri schools. The dependent variables for this study were class size (student/teacher ratios) of schools in Missouri and socioeconomic status of students in Missouri schools. The intention of this study was to examine the effects of small class assignments, with special attention given to disaggregating the results by economic status, school size, and student achievement scores. Student achievement measures included district's AYP (Annual Yearly Progress) scores for the 2007-2008 school year as reported by DESE. Additional quantitative information was gleaned from the data pertaining to socioeconomic status of students and school size. This study indicated a statistically significant relationship between class size and student achievement. A truism exists in relation to the ability of educators to attend to individual student needs when the class size remains below seventeen. The more individualized attention the student receives the more they will achieve. The findings of this study indicated the need for reduced class size. All quantitative data were represented in a comparison study with the use of a Pearson r correlation coefficient model. The results of this study proved to reject the null hypothesis and set the stage for further study in area of class size and student achievement. Additional information is available in the study regarding the impact of socioeconomic status on student achievement.

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