When it comes to class size, the popular consensus seems to be that smaller is better. Everybody, from parents and teachers to administrators and unions, supports the idea of smaller classes.
Yet, while the logic behind the smaller-is-better approach may seem obvious, empirical evidence and research on class size are decidedly mixed.
In his Nov. 2 Education Week Commentary, Saul Cooperman suggests that individualization is more intention than reality. He argues that, in reality, actually increasing class size would be more cost effective and would allow schools to attract more qualified teachers by offering higher salaries.
Where do you stand on this issue? Are bigger class sizes really better?
A version of this news article first appeared in the TalkBack blog.