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The effects of class size on achievement have been the topic of considerable educational research. The generally accepted conclusion is that, other things being equal, students in smaller classes learn more. Traditionally, smaller class sizes and specialized instructional methods were seen as appropriate and sufficient justification for placing students with special learning needs outside of regular classrooms. However, little research has been completed demonstrating that the intended and proposed benefits actually exist. In this study, instructional variables were compared for students observed under different student-teacher ratios. Elementary school students in grades 1-6 (N = 139) and 54 teachers participated; students were receiving special education services in 8 school districts. Observations were collected during scheduled special education time using 2 systems-a measure of instruction and student responding, and an instructional environment scale. 7 composite scores as well as other classroom characteristics that reflect important teacher and student instructional variables were compared as a function of student-teacher ratios represented by 1:1, 3:1, 6:1, 9:1, and 12:1. Significant differences were found in measures of both the quantitative and qualitative aspects of instruction, with nearly all favoring the lower student-teacher ratios. Results are discussed in light of implications for special and regular education.
Thurlow et al. (Fri,) studied this question.