Research Report October 2002

The effect of class size on achievement has been an ongoing debate for years. As this preliminary TaxWatch report goes to press, a K-12 class size reduction initiative-Amendment 9-is scheduled to appear on Florida's November 2002 election ballot. Consensus estimates by state economists conclude that this initiative, over the next eight years, could cost Florida taxpayers $20 billion to $27.5 billion. This constitutional initiative is a fanciful, sweeping proposal, arbitrarily reducing class size for all public school students and applying to all grades and all subjects, despite the fact that empirical evidence shows that this would make little or no difference.¹

For the past three years, Florida TaxWatch has been evaluating an innovative educational system being implemented in K-5 enhanced classrooms² of approximately 30 students throughout five Florida elementary schools. How does this system, called CHILD (Changing How Instruction for Learning is Delivered), compare to traditional instruction in classrooms of approximately 20 students?

* The final Phase III report will be released upon receipt of yet-to-be-released data from Florida's Department of Education.

Summary of Results

1. The Phase III CHILD test scores are impressive. If class size makes a difference in student achievement, CHILD schools were able to overcome its influence by scoring better than, or as well as, non-CHILD schools in almost 2/3rds-24 of 34-possible mean test score differences. Twelve of 22 statistically significant comparison test scores were CHILD schools as compared to 10 that were non-CHILD schools.

2. A three-year analysis of longitudinal data of between-year score gains and increases in average scores in both the FCAT and SAT 9 show that the CHILD system can have a most positive impact on student achievement over time. It clearly demonstrates that wide scale student participation in CHILD can result in very substantial improvement in student performance on standardized tests. In all instances of all grades, among all tests, for reading and math, except for the SAT 9 scores of the 2002 4th grade, CHILD student evaluations demonstrate positive between-year scores overall and increases in score averages. Additional evidence from more schools is needed to further validate these findings. Moreover, it is recommended that additional measures beyond single test scores be developed to provide additional measures of student achievement as related to CHILD's impact beyond the school evaluated longitudinally.

3. The Phase III evaluation of qualitative data concludes that CHILD adds value to the educational enterprise in ways that are not fully reflected by the focus on the FCAT as the sole assessment tool.

4. Phase III shows that CHILD would result in significant per student cost savings if expanded to other schools. Comparing CHILD-related costs with those of traditional model costs for each of three years of CHILD implementation, per student savings of $244, $350 and $470 could be generated. Should more students participate in the CHILD model-30 students per class as compared to the state average of 23.3 students per class-the savings multiply. For example, if an entire elementary school participated with CHILD, and its student population were 1000, the school would save $244,470 in the first year, $349,890 in the second year, and $470,220 the third year.

5. There also could be significant school construction and maintenance costs avoidance should the CHILD model be expanded to other Florida schools. Every CHILD classroom that accommodates 30 students rather than 23.3 students represents 6.7 student stations that need not be built. The Florida Department of Education estimates the cost of construction of each student station at $12,733. Therefore, the cost avoidance per CHILD classroom is $85,311. Maintenance savings would be in addition to this. For every 6 CHILD classrooms (180 students), approximately 2 classrooms will not need to be built. A CHILD school of 30 classrooms means that 10 classrooms will not need to be built. This would result in a cost avoidance of $853,110.

The Origin of CHILD

CHILD was initially developed in 1988 at Florida State University by Dr. Sarah (Sally) Butzin and currently is operated by the Institute for School Innovation under the leadership of Dr. Butzin, Founder and Executive Director. The CHILD program is comprised of fully developed instructional materials that are aligned with state standards and implemented in concert with intensive training provided by Institute for School Innovation staff and certified consultants. CHILD is designed to enable teachers to transform their text-dominated traditional classrooms into multi-dimensional learning stations that use technology and hands-on activities to heighten student achievement.

Scope of the Phase III Evaluation

This preliminary report applies to the third year of this three-phase study. The final Phase III report will be released upon receipt of yet-to-be-released School Indicators Report data from Florida's Department of Education.

The Phase III evaluation of CHILD by Florida TaxWatch is both "process" and "outcome" oriented and composed of four evaluation components:

The first component is a replication of the quantitative portion of Phase II research.

The second component is a longitudinal study of individual student test scores across three years of evaluation.

The third component attempts to analyze through qualitative data the extent to which implementation and other factors affect student achievement in CHILD schools.

The fourth Component measures and compares aggregate per student costs in CHILD and non-CHILD schools. This component also examines cost-savings potential associated with construction avoidance if fewer classrooms were required as a result of CHILD expansion.

Four Major Research Questions

Phase III addresses four major research questions:

1. Do CHILD students outperform non-CHILD students on standardized achievement tests?

2. How does the implementation of CHILD in the classroom and other factors affect student achievement?

3. What major factors account for the disparate academic performance between the highest and lowest performing schools?

4. What are the projected per unit cost reductions for use of CHILD?

E N D N O T E S

1. See Florida TaxWatch's recently released Research Report, "Amendment 9 on Class Size Reduction is a Bad Idea: Questions of Revenues, Costs, Quality Teachers and Florida's Future," on Florida TaxWatch's Website at: www.floridataxwatch.org.

2. A CHILD enhanced classroom of approximately30 students consists of one certified CHILD instructor, one teacher assistant, a technology station with 3-6 computers, hands-on activity stations, and a textbook station.