Class Size Reduction, Teacher Quality, and Academic Achievement in California Public Elementary Schools
Class Size Reduction, Teacher Quality, and Academic Achievement in California Public Elementary Schools
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加州公立小学班级人数减少、教师质量和学业成绩
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
Steven G. Rivkin
中科院分区：
文献类型：
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作者：
Christopher Jepsen;Steven G. Rivkin
研究出版物反映了作者的观点，并不一定反映加州公共政策研究所的工作人员、官员或董事会的观点。未经书面许可，可以引用不超过三段的短文本，前提是要完全归因于来源，并包括上述版权声明。前言直观地说，缩小班级规模是一个好主意。家长对此表示支持，因为这意味着他们的孩子将得到老师更多的个别关注。教师们喜欢它也是出于同样的原因，还因为它创造了更容易管理的工作量。人们通常认为，一个班的学生越少，他们学得越好，在全国范围内的考试中得分越高--这是目前最常见的学生成绩衡量标准之一。然而，强制减少班级人数(CSR)可能会出现几个问题。这份报告提出的证据表明，这种改革的潜在成败可能在很大程度上取决于如何实施以及教师和管理人员如何应对。如果迅速大规模实施，这样的计划可能会遇到严重的问题。在接下来的几页中，克里斯托弗·杰普森和史蒂文·里夫金分析了1996年加州通过企业社会责任法后，一些事情是正确的，一些事情是不正确的。一个问题是这项立法的全局性，它要求该州所有公立小学从幼儿园到三年级的班级人数减少三分之一。这导致了对数千名新教师的迫切需求。但他们从何而来呢？他们会有什么资格？1997年，也就是学校争相招聘新教师的第一年，加州近四分之一的教师队伍只有一年或更少的工作经验。作者还指出了一个更严重的问题。经济困难社区的许多教师离开了他们的学校，去填补其他学校的空缺。因此，许多学校不仅要填补自己努力减少每班人数所创造的职位，而且还要填补即将离任的教师的职位。分析表明，在黑人学生比例较高的学校中，缩减班级规模的影响延伸到三年级以外，导致五年级四年级的成绩较低。显然，许多四年级和五年级的老师选择了搬家…
Research publications reflect the views of the authors and do not necessarily reflect the views of the staff, officers, or Board of Directors of the Public Policy Institute of California. Short sections of text, not to exceed three paragraphs, may be quoted without written permission provided that full attribution is given to the source and the above copyright notice is included. iii Foreword Intuitively, class size reduction is a good idea. Parents support it because it means that their children will receive more individual attention from teachers. Teachers like it for the same reason and also because it creates a more manageable workload. It is generally assumed that the fewer students in a class, the better they will learn and the higher they will score on nationwide tests—currently one of the most common measures of student achievement. Nevertheless, several things could go wrong with mandated class size reduction (CSR). This report presents evidence that the potential success or failure of such a reform may depend largely on how it is implemented and how teachers and administrators respond. If it is implemented quickly on a large scale, such a program may run into serious problems. In the following pages, Christopher Jepsen and Steven Rivkin analyze some of the things that went right and some that did not after California passed its CSR law in 1996. One problem was the sweeping nature of the legislation, which called for a one-third reduction in class size for kindergarten through third grade in every public elementary school in the state. This resulted in an immediate need for thousands of new teachers. But where were they to come from? And what qualifications would they have? In 1997, the first year after the schools had scrambled to hire new teachers, nearly one-quarter of the teaching workforce in California had one year of experience or less. The authors also point to a more serious problem. Many teachers in economically disadvantaged communities left their schools to fill vacancies created in other schools. Thus, many schools had to fill not only the positions created by their own efforts to reduce class size but also positions vacated by departing teachers. The analysis reveals that the effects of class size reduction extended beyond the third grade, leading to lower achievement in the fifth grade iv among schools with a high percentage of black students. Evidently, many fourth-and fifth-grade teachers chose to move …