Today I’d like to talk about an unusual combination of events—a case in which school practice has informed research which has informed practice. In particular, I’ll talk about:

  1. The current status of class-size reduction programs in the U. S.; that will be short because it is changing even as we speak.
  2. The research base that provided the motivation for districtwide and statewide class-size initiatives.
  3. Some misapplication of the research.
  4. Questions about reduced classes that remain unanswered, and current work to explain why small classes are effective.