Right-Sizing the Classroom: Making the Most of Great Teachers

This report, published by the Fordham Institute, studies data from North Carolina to determine how “right-sizing” a classroom—i.e., giving the most effective teachers the most students—could affect academic achievement. The report finds that when the best teachers teach larger classes and the weakest teachers teach progressively smaller classes, student learning improves (across all students, not just those who move class). 
Organization: 
Fordham Institute and American Institutes for Research
Audience: 
Sorting: 
Broad