Does Class Size Matter?

Read Does Class Size Matter? and check the IELTS Reading answers. Of all the ideas for improving education, few are as simple or attractive as reducing the number of pupils per teacher. Unlike competing proposals for reform, class-size reductions rarely elicit huge outcries or involve structural ch…

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Of all the ideas for improving education, few are as simple or attractive as reducing the number of pupils per teacher. Unlike competing proposals for reform, class-size reductions rarely elicit huge outcries or involve structural change. The testing of educators, by contrast, generally arouses the anger of unions. Similarly, establishing special 'charter' schools involves privileging some schools over others, with the credits provided usually coming out of the budgets of struggling local schools. With its uncomplicated appeal, class-size reduction in the U.S. has lately gone from being a subject of primary academic interest to a policy juggernaut with over twenty states aiming at decreasing class sizes.

Vocabulary from this passage

11 words worth learning before you sit the test, each with the sentence it appears in.

accord verb

To be consistent with; to harmonize or agree

These findings accord with recent studies regarding the effects of sleep deprivation.

accumulate verb

To gather together or acquire an increasing number or quantity of

Evidence began to accumulate suggesting that the theory was flawed.

affluent adjective

Having a great deal of money; wealthy

Affluent nations have a responsibility to assist developing countries with sustainable technologies.

counterpart noun

A person or thing holding a position or performing a function that corresponds to that of another person or thing in another place

The foreign minister met with his counterpart to discuss trade agreements.

disparity noun

A great difference or inequality, often used in the context of unfairness (e.g., income, health, resources)

The economic report highlighted the growing disparity between urban and rural incomes.

elicit verb

To evoke or draw out a response, answer, or fact from someone in reaction to one's own actions or questions

The survey questions were designed to elicit specific details about consumer behavior.

emulation noun

The effort to match or surpass a person or achievement, typically by imitation

The country's rapid industrialization is worthy of emulation by other developing economies.

exacerbate verb

To make a problem, bad situation, or negative feeling worse

Climate change is expected to exacerbate existing water shortages in arid regions.

minuscule adjective

Extremely small; tiny

The risks associated with the procedure were considered minuscule compared to the benefits.

persist verb

To continue firmly or obstinately in an opinion or a course of action in spite of difficulty, opposition, or failure

If symptoms persist for more than a week, medical advice should be sought.

undermine verb

To damage or weaken (someone or something), especially gradually or insidiously

Constant criticism can undermine an employee's confidence and performance.

Answers with explanations

  1. 27. D

    The question asks for **detailed criticism** of a project's methodology. Paragraph D outlines **Hanushek's critique** of Project STAR, specifically regarding the lack of **good randomisation**. Answer: D.

  2. 28. F

    The question asks for a **comparison of data** from different projects. Paragraph F describes how results from SAGE **accord with** (match/compare to) those from **STAR**. Answer: F.

  3. 29. A

    The question asks about **public interest**. Paragraph A describes the shift of the topic to a **policy juggernaut** (huge public/political movement) attracting significant attention. Answer: A.

  4. 30. C

    The question asks for details of **action taken to protect validity**. Paragraph C explains that **teachers were randomly assigned** specifically '**To ensure**' that variables (teaching quality) did not skew the results. Answer: C.

  5. 31. D

    The question asks for **reasons why class composition changed**. Paragraph D explains that children **moved** classes because personnel **caved in to parent demands**. Answer: D.

  6. 32. A

    The statement says student composition was **left to chance** (random). Paragraph C (Project STAR) states students were **randomly assigned**. Answer: A.

  7. 33. A

    The statement claims a **long-term improvement**. Paragraph D (referring to STAR results) states the **advantage persisted** even after the intervention ended. Answer: A.

  8. 34. B

    The statement says results were **similar for all social groups**. Paragraph E (California Project) states the **effect did not vary** for students of **different backgrounds**. Answer: B.

  9. 35. C

    The statement describes the project as a **preliminary** to a larger study. Paragraph F (SAGE) explicitly calls it a **pilot study** doing **groundwork** for a **major project**. Answer: C.

  10. 36. A

    The statement mentions **several different class types**. Paragraph C (STAR) lists **three kinds** of classes (small, regular, regular+aide). Answer: A.

  11. 37. C

    The statement says a **special group of schools** was selected. Paragraph F (SAGE) states it **targeted schools** with specific poverty levels. Answer: C.

  12. 38. A

    The statement mentions **classroom assistants** (aides). Paragraph C (STAR) includes a class type with a **teacher's aide**. Answer: A.

  13. 39. B

    The statement says the project **aggravated existing problems**. Paragraph E (California) states the project is **exacerbating the disparity** (aggravating the gap) in resources. Answer: B.

  14. 40. A

    The statement says **certain groups** benefited (more). Paragraph D (STAR) notes the **effect was stronger** for **minority groups**. Answer: A.

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