Over on Instructivist there’s an entry about a news report showing that some higher-scoring Chicago (IL, US) schools had larger classes than some lower-scoring schools. The analysis on Instructivist (and at Joanne Jacobs, where the same story is covered) centers around the contributions to outcomes of students’ socio-economic status. There are good points being made in this discussion, including (thank goodness) some about the importance of effective teaching methods (I’m chipping in on that one, of course).
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