What Is Considered a Small Class Size, Anyway?

When I think of a small class size, I think of thirteen students. In my experience, this number
creates the ideal setting for quality learning to take place.

Research backs this up. A well-known study from Tennessee conducted in the 1980s found that
smaller class sizes led to significant academic gains, particularly for early learners. This study
has been cited for decades as a foundational piece of evidence showing the long-term benefits of
keeping class sizes small.

It’s important to clarify a common misconception: class size is not the same as teacher-to-
student ratio. Class size refers to the total number of students in a classroom. Teacher-to-student
ratio refers to how many students there are per teacher. For example, in my classroom, I have
thirteen students, which I consider a small class. With two—sometimes three—teachers present,
our teacher-to-student ratio ranges from 6:1 to 4:1. This kind of support makes a real difference
in how much individual attention each student receives.

The same Tennessee study pointed out that the total number of students in a class can directly
impact how much is learned. I’ve seen this firsthand. One of my students previously attended a
transitional kindergarten (TK) class in a large public school. The student shared that it was
difficult to focus because the classroom felt chaotic. The parents recognized that their child
needed a smaller, calmer environment to thrive. Since joining our small class setting, that same
student has made remarkable progress—both academically and in social-emotional growth.

In my experience, small class sizes create space for meaningful learning, deeper relationships,
and a stronger foundation for future success. But perhaps the greatest advantage of a small class
emerges in the day today conversations between teacher and child—an insight I’ll unpack in my
next post, so be sure to check back!

Articles Reviewed:

The following article, which is published on Sage Journals, has been shared with you by
Deborah Kay Ferguson-Doss (folsompreschool@gmail.com):

Class Size and Student Achievement
Ronald G. Ehrenberg, Dominic J. Brewer, Adam Gamoran, and J. Douglas Willms
Psychological Science in the Public Interest
First published May 1, 2001
Explore more on Sage Journals

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Sage Journals
The Tennessee Study of Class Size in the
Early School Grades
Frederick Mosteller
The Future of Children
Vol. 5, No. 2, Critical Issues for Children and Youths (Summer – Autumn, 1995), pp. 113-127 (15 pages)
Published By: Princeton University