A Parent’s Guide to Class-Size Reduction
SERVE. (2003).
http://www.serve.org/rsi/images/PGTCSR.pdf
This resource gives a basic introduction to class-size reduction, summarizes the research surrounding the issue, and explains what parents should expect from class-size reduction initiatives.  It includes a frequently asked questions section and recommends actions parents can take to help class-size reduction efforts.

Helping Every Student Succeed: Schools and Communities Working Together
Study Circles Resources Center (2002).
http://www.studycircles.org/en/Resource.14.aspx
This tool explains how study circles engage community members in school improvement efforts and provides the discussion materials necessary for a series of four study groups. Group discussions begin with consideration of what each participant considers a “good education” and progresses to deciding upon specific actions for change.

How Class Size Makes a Difference
Egelson, P., Harmon, P., et. al. (2002).  Regional Education Laboratory at SERVE.
http://www.serve.org/rsi/images/HCSMAD.pdf
The report summarizes class-size reduction efforts across the Southeast and includes detailed case studies of class-size reduction efforts at Draper Elementary School and Burke County schools in North Carolina. The authors provide recommendations for successful implementation, program design, and professional development.

ASCD Capwiz Advocacy Toolkit
Association for Supervision and Curriculum Development. (2004).
http://capwiz.com/ascd/home/
These pages help those interested in education reform become involved in the policy-making process. The site provides links to elected officials, tracks current issues and legislation, and highlights important elections and candidates.  It also includes a feature that identifies the major media outlets serving every zip code and allows users to send an advocacy email directly from this site.

Making the connection: A guide to involving policymakers in a community dialogue on education
Guzman, J., Mutchler, S., Pan, D., and Pollard, J. (2000). Southwest Educational Development Laboratory.
http://www.sedl.org/pubs/policy93/policy93.pdf
Engaging policymakers in dialogue on education is a practical action step that communities can take to influence school reform.  This resource provides step by step instructions on creating effective community dialogue on education issues.

One School’s First Step: Changing the Schedule to Get the Numbers Down. 
Kushman, Kathleen. (1991). Horace 7.5.
http://www.essentialschools.org/cs/resources/view/ces_res/13
Without lengthening the school day or year, Iroquois High School rearranged its schedule so that teachers see fewer students and spend more time teaching.  The schedule consists of three 100 minute blocks and one 70 minute lunch and activity period.  Classes that would normally last one year are compressed into one semester with the longer block periods. The article includes a sample schedule and compares it to a traditional schedule.

Gustav A. Fritsche Middle School, Milwaukee, Wisconsin
http://www2.milwaukee.k12.wi.us/fritsche/block1.html
This school’s website provides detailed information on their use of block scheduling. It lists observed benefits in terms of school climate, classroom issues, and curriculum, and provides a comparison of time on task under the block schedule and under a traditional schedule. The site also includes a detailed profile of the school’s demographics and a four-year timeline that outlines the process of fully implementing block scheduling at the school. Scheduling grids for each grade during the 2004-2005 school year are also available.

Scheduling Alternatives: Options for Student Success
Fager, Jennifer. (1997). Northwest Regional Educational Laboratory.
http://www.nwrel.org/request/feb97/index.html
This online booklet explores block scheduling, four-day school weeks and year-round school.  For each of the three areas, the authors explain the potential benefits of that system, some concerns, and ideas for successful implementation.  The booklet includes specific examples of schools that have moved to block scheduling, a four year school week, or year round school.  Each example contains contact information, program information, observed outcomes, and keys to success.

One School’s First Step: Changing the Schedule to Get the Numbers Down. 
Kushman, Kathleen. (1991). Horace 7.5.
http://www.essentialschools.org/cs/resources/view/ces_res/13
Without lengthening the school day or year, Iroquois High School rearranged its schedule so that teachers see fewer students and spend more time teaching.  The schedule consists of three 100 minute blocks and one 70 minute lunch and activity period.  Classes that would normally last one year are compressed into one semester with the longer block periods. The article includes a sample schedule and compares it to a traditional schedule.

Reinventing High School: The Coalition Campus Schools Project
Darling-Hammond, L., Ancess, J., and S. Wichterle Ort. (2002) American Educational Research Journal 39. 3. 639-673.
http://www.schoolredesign.net/srn/binary/Reinventing%20
HighSchool%20-%20LDH%20et%20al.pdf
The authors document the efforts of the Coalition Campus Schools Project to create smaller, more communal schools in response to the failures of comprehensive high schools.  The project replaced two large comprehensive schools with 11 small schools, which offer smaller class sizes, more time for collaborative planning, and more opportunity for teachers to work individually with students.  This article focuses on the reform project at Julia Richman High School in New York City; it highlights school designs, successes, challenges, and issues for district restructuring. 

Gustav A. Fritsche Middle School, Milwaukee, Wisconsin
http://www2.milwaukee.k12.wi.us/fritsche/block1.html
This school’s website provides detailed information on their use of block scheduling. It lists observed benefits in terms of school climate, classroom issues, and curriculum, and provides a comparison of time on task under the block schedule and under a traditional schedule. The site also includes a detailed profile of the school’s demographics and a four-year timeline that outlines the process of fully implementing block scheduling at the school. Scheduling grids for each grade during the 2004-2005 school year are also available.

Scheduling Alternatives: Options for Student Success
Fager, Jennifer. (1997). Northwest Regional Educational Laboratory.
http://www.nwrel.org/request/feb97/index.html
This is an online version of a booklet exploring block scheduling, four-day school weeks and year-round school.  For each of the three areas, the authors explain the potential benefits of that system, some concerns, and ideas for successful implementation.  The booklet includes specific examples of schools that have moved to block scheduling, a four year school week, or year round school.  Each example contains contact information, program information, observed outcomes, and keys to success.

Using Time Well: Schedules in Essential Schools
Kushman, Kathleen. (1995). Horace 12. 2.
http://www.essentialschools.org/cs/resources/view/ces_res/15
The author discusses the rationale for block scheduling and what is necessary for its implementation.  She emphasizes, however, that without teacher common teacher time and good professional development, long blocks of class time will not produce greater student achievement.  The report includes sample schedules from schools using a variety of approaches. 

Class Size Reduction: Lessons Learned from Experience
McRobbie, Joan, Finn, Jeremy, and Harman, Patrick. (1998)  Policy Brief 23. WestEd.
http://www.wested.org/cs/we/view/rs/119
Drawing from the experiences of various states and districts, this brief addresses the costs and benefits of class size reduction initiatives.  The authors answer common questions about the effect of class size reduction on student achievement and what conditions and infrastructure are necessary for such initiatives to be effective.  The brief highlights class size reduction efforts in California, Nevada, Utah, and North Carolina.

How Class Size Makes a Difference
Egelson, P., Harmon, P., et. al. (2002).  Regional Education Laboratory at SERVE.
http://www.serve.org/rsi/images/HCSMAD.pdf
The report summarizes class-size reduction efforts across the Southeast and includes detailed case studies of class-size reduction efforts at Draper Elementary School and Burke County schools in North Carolina. The authors provide recommendations for successful implementation, program design, and professional development.

Incredible Shrinking Class Size 
O’Neill, Jan and Deborah Mercier. (2003).National Staff Development Council.
http://www.nsdc.org/members/jsd/oneill243.pdf
This article describes how a school in Wisconsin reduced class size without additional funding.  The school reduced class sizes and pullouts simultaneously and consequently increased student, teacher, and parent morale.  The authors discuss the funding sources they used to create more full-time classroom positions and the importance and feasibility of professional development to equip teachers for instruction of the full range of students.

Capitalizing on Small Class Size
O’Connell, Jessica and Stuart Smith.  Eric Digest 136 April 2000.
http://eric.uoregon.edu/publications/digests/digest136.html
This article focuses on how to maximize investment in class size reduction.  The authors insist that high quality professional development is essential to the success of class size reduction and discusses how to best find facilities and spend funds to reduce class sizes.

How Class Size Makes a Difference
Egelson, P., Harmon, P., et. al. (2002).  Regional Education Laboratory at SERVE.
http://www.serve.org/rsi/images/HCSMAD.pdf
The report summarizes class-size reduction efforts across the Southeast and includes detailed case studies of class-size reduction efforts at Draper Elementary School and Burke County schools in North Carolina. The authors provide recommendations for successful implementation, program design, and professional development.

Reinventing High School: The Coalition Campus Schools Project
Darling-Hammond, L., Ancess, J., and S. Wichterle Ort. (2002) American Educational Research Journal 39. 3. 639-673.
http://www.schoolredesign.net/srn/binary/Reinventing%20
HighSchool%20-%20LDH%20et%20al.pdf
The authors document the efforts of the Coalition Campus Schools Project to create smaller, more communal schools in response to the failures of comprehensive high schools.  The project replaced two large comprehensive schools with 11 small schools, which  offer smaller class sizes, more time for collaborative planning, and more opportunity for teachers to work individually with students.  This article focuses on the reform project at Julia Richman High School in New York City; it highlights school designs, successes, challenges, and issues for district restructuring.

Class Size Reduction: Lessons Learned from Experience
McRobbie, Joan, Finn, Jeremy, and Harman, Patrick. (1998)  Policy Brief 23. WestEd.
http://www.wested.org/cs/we/view/rs/119
Drawing from the experiences of various states and districts, this brief addresses the costs and benefits of class size reduction initiatives.  The authors answer common questions on the effect of class size reduction on student achievement and what conditions and infrastructure are necessary for such initiatives to be effective.  The brief highlights class size reduction efforts in California, Nevada, Utah, and North Carolina.

Reducing Class Size: Choices and Consequences
Reichardt, Robert. (2001). 
http://www.mcrel.org/PDF/PolicyBriefs/5012PI_PBReducingClassSize.pdf
This brief describes different approaches to reducing class sizes for kindergarten through third grade in Wisconsin, California, and Tennessee.  It serves as a guide for policymakers to consider whether and how to reduce class size.  After discussing examples from three states, the author considers questions such as how small is small enough and how to finance class size reduction.