Class size research in the United States is driven by two forces: one is to study the factors that affect the quality of education, the other is to explore the cost-benefit of class size reform. In the 1980s, Discussions of the research on small classes center around the STAR project. With the development of the study on the influence of small class size, scholars generally find that class size does not directly affect the teaching quality. Following the disadvantages of randomized educational experiments, the failure of California's small class reform has directly aroused critical reflection on small class sizes. Through this historical evolution, we can see that educational decision-making and educational research complement each other. Only by establishing dynamic and processive view of educational quality and fully considering social interests can education develop.

Zhao Sasa. Historical Evolution and Enlightenment of Class Size Research in America. Academic Journal of Humanities & Social Sciences (2022) Vol. 5, Issue 16: 111-115. https://doi.org/10.25236/AJHSS.2022.051618.

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