Abstract
Fourth-grade mathematics proficiency in the United States remains low, with only 39–57% of students meeting proficiency standards on NAEP, New York State, and TIMSS assessments. This article argues that reducing class sizes in the early grades (K–3) is an effective strategy to improve teaching and learning in mathematics. Evidence from the Tennessee STAR study and supporting research (Clanet, 2010; Cho et al., 2012) shows that smaller classes yield statistically significant and lasting gains in student achievement. Benefits include stronger teacher-student relationships, increased individualized attention, fewer disruptions, and more active student engagement. These conditions enable high-impact, constructivist approaches such as inquiry-based and problem-based learning, which research indicates outperform traditional direct instruction for conceptual understanding (Demir & Kaya, 2022; De Jong et al., 2023). Surveyed elementary teachers reported that classes of 10–15 students would allow more one-on-one support, targeted differentiation, and student-centered instruction. Parallels with special education and co-teaching reinforce the value of lower student-teacher ratios for addressing diverse learning needs. As New York City implements smaller K–3 classes by 2028, lowering class size emerges as a promising investment in mathematics achievement and educational equity.
Recommended Citation
McCarthy, D. S. (2026). Lowering Class Size to Improve Teaching and Learning Mathematics in Early Grades. Journal of Inquiry and Action in Education, 13 (2). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol13/iss2/3
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