Two needs—to increase achievement and to provide a caring environment for students—are triggering a resurgence of interest in size issues.

In this research synthesis sponsored by the Rockefeller Foundation, the authors review seminal studies on class size and offer insight about which conclusions are valid.

Confusing the terms pupil-teacher ratio and class size is at the heart of many disputes.

Educators should remember that reducing class size does not guarantee success.

A team of teachers creates an innovative school-within-a-school for students in grades 1–5.

The author recalls the year when she had only 15 students.

Large schools are on the increase. How do they surmount problems and encourage excellence?

Few parents or teachers actively seek smaller schools, but they do have favorable attitudes toward small classes.

Certain policies and governance structures can interfere with running effective small schools.

Believing that smallness is linked with achievement, safety, and cost-effectiveness, the Bill & Melinda Gates Foundation supports small high schools.

When it comes to ensuring quality, smallness is a beneficial—but not a sufficient—characteristic for high schools.

Because small schools emphasize student engagement, they may curtail serious violence.

Schools and community groups are learning how to join forces and use the same facilities.

A reminiscence—and words of caution—from the founder of several famous small schools.