Conclusion: Class Size Effects: Assessing the Evidence, its Policy Implications, and Future Research Agenda

Where is there a school system having a sum of money with which to investigate and perfect a scheme experimentally, before putting it into general operation? And can we expect continuous and intelligent progress in school matters until the community adopts a method of procedure which is now a commonplace with every great industrial undertaking? Is not the existing method of introducing reforms into education a relic of an empirical cut-and-try method which has been abandoned in all other great organizations? And is not the failure to provide funds so that experts may work out projects in advance a pennywise and pound foolish performance?