Class Size and Education in England Evidence Report. Research Report. DFE-RR169

Institution	Department for Education (England)
Titel	Class Size and Education in England Evidence Report. Research Report. DFE-RR169
Quelle	(2011), (72 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-7810-5026-2
Schlagwörter	Quantitative Daten; Evidence; Class Size; Teacher Effectiveness; Educational Objectives; Outcomes of Education; Birth Rate; Foreign Countries; Teacher Student Ratio; Educational Policy; Policy Analysis; Achievement Gains; Educational Improvement; Improvement Programs; Politics of Education; Research Reports; Academic Standards; Population Growth; Population Trends; Educational Legislation; Parent Attitudes; Disadvantaged; Classroom Environment; Educational Attainment; Comparative Analysis; Comparative Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Evidenz; Klassengröße; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Ausland; Lehrer-Schüler-Relation; Politics of education; Bildungspolitik; Politikfeldanalyse; Achievement gain; Leistungssteigerung; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Educational policy; Research report; Forschungsbericht; Population increase; Bevölkerungswachstum; Bevölkerungsprognose; Bildungsrecht; Schulgesetz; Elternverhalten; Klassenklima; Unterrichtsklima; Bildungsabschluss; Bildungsgut; Vergleichende Erziehungswissenschaft
Abstract	This report gives an overview of the existing evidence base on class size and education in England. In particular, it considers how class sizes have changed over time; the impact of the increase in birth rate on pupil numbers and how this could affect the teacher requirement and class sizes; and the impact of class size on educational outcomes. The report also considers the impact of the 1998 School Standards and Framework Act. This put a duty on Local Authorities (LAs) and schools to limit the size of infant classes taught by one teacher to 30 pupils. It became a legal requirement from September 2001. Local authority plans, produced in order to ensure the legal requirement was met, were subject to challenge, approval, intervention when required, funding and monitoring, and held to account against delivery. Overall, the available evidence in 4 ("How Important is Class Size?") and 5 ("International Comparisons") suggests that class size reduction policies are not the best option in terms of value for money to raising pupil attainment, compared to others such as increasing teacher effectiveness. Broadly evidence suggests that class size reduction policies have an uncertain and diminishing effect on pupil achievement in the long run. There will, however, be increasing demands for primary and secondary school places over the next few years, as the number of children born each year in England has increased each year since 2002, apart from in 2009. The number of births in 2010 was around 20% higher than in 2002 and 13% higher than in 2004 (ONS, 2011a). Whilst the continually falling pupil teacher ratios in independent schools implies there is demand for smaller class sizes in the market for education, while class size is the third most common reason for parents to choose to send their child to an independent school (Ipsos Mori, 2008). A bibliography is included. (Contains 45 figures and 32 footnotes.) (ERIC).
Anmerkungen	Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10