Impact of Class Size and Staffing Ratios in Early Childhood Education

A Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated With Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?

This meta-analysis of early childhood education programs in the U.S. examines the impact of class size and child to teacher ratios on the cognitive, achievement, and socioemotional outcomes for children. The study found no socially significant relationship with cognitive and achievement effect size for either class size or child to teacher ratios. The only notable improvement in effect size was found when child to teacher ratios were lower than 7.5-1.

Citation: Bowne, J. B., Magnuson, K. A., Schindler, H. S., Duncan, G. J., & Yoshikawa, H. (2017). A Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated With Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?. Educational Evaluation and Policy Analysis, 0162373716689489.

Link: http://journals.sagepub.com/doi/abs/10.3102/0162373716689489