Text 1: Education researcher Tate argues that smaller class sizes significantly improve student achievement. Tennessee's Project STAR, which randomly assigned students to classes of 13–17 or 22–25, found that students in smaller classes scored higher on standardized tests and were more likely to graduate from high school.
Text 2: Economist Falk acknowledges Project STAR's findings but argues that smaller classes are an inefficient use of resources. The benefits, he notes, were modest in size, fading partly when students returned to larger classes. Investing the same money in better-trained teachers, Falk contends, produces larger gains for less cost.
Both authors would most likely agree that
- Acheck_circle
smaller class sizes had measurable positive effects in Project STAR.
- B
teacher training is more important than any other factor.
- C
Project STAR was poorly designed.
- D
class size has no effect on student learning.
Explanation
Both accept STAR's positive findings; they disagree on cost-effectiveness. A is shared ground. B contradicts both; C is only Falk's view; D is not endorsed.