David Stanton (Cork East, Fine Gael)
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Question 123: To ask the Minister for Education and Science the research, referred to in various post-budget 2009 media interviews, which indicates that larger class sizes are not detrimental to the teaching standards and the level of education that children receive; and if he will make a statement on the matter. [38225/08]

Batt O'Keeffe (Cork North West, Fianna Fail)
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The Government's commitment to education is clear both from its track record over the past decade in providing substantial additional resources, most notably extra teachers to meet previously unmet needs and from the programme the Government set for itself when it came into office. A lot has changed in the past year and the first and foremost imperative is that we stabilise the public finances. It is only by doing so that we can shelter gains made and put ourselves in the position of being able to make improvements in the future. What we are doing in primary schools from September next is staffing them on the same basis as they were staffed just over one school year ago.

I am aware that a number of unfounded assertions have been made about the impact of the decision to increase the staffing schedule for schools. Numerous research studies on the influence of class size on the quality of education have been produced internationally and the general consensus is that small changes in class sizes have no measurable impact on learning outcomes for students.

A recent study by Eric Hanuscheck — The Evidence on Class Size — found that the effects of class size on student achievement were insignificant in 74 per cent of the studies examined, 13 per cent showed a positive effect for lower class size and 13 per cent showed a negative impact.

The OECD report Teachers Matter (2005) and the McKinsey Report, How the World's Best Performing School Systems Come Out on Top (2007) looked at a wide range of performance data from international research and at the relationship between class size and educational attainment.

The main conclusions from international research can be summarised as follows:

Class size reductions are more beneficial for some students than for others, for example:

students in the early years of schooling

students from disadvantaged backgrounds

students with special needs or learning difficulties

students from low-income minority groups

Marginal changes in class sizes have no significant impact of educational achievement

Variables other than class size, such as the quality of teachers, have been shown to have a stronger association with educational achievement.

In Ireland, national studies of English reading and mathematics in primary schools show no relationship between class size and achievement of pupils. The most recent national assessment of English reading was conducted in 2004. In this, the achievement levels of fifth class pupils did not differ significantly from those in the previous survey which took place in 1998. In 2004, the school-level pupil-teacher ratio was 19:1. This was significantly lower than the ratio of 27:1 which existed during 1998 survey.

Similarly, the overall performance in mathematics of fourth class pupils did not change significantly between the national surveys of 2004 and 1999 even though the average class size in single grade fourth classes and the average class size across all classes were both significantly lower in 2004 than in 1999.

I believe that the available research evidence on class size does not support the suggestion that children will experience a significant impact in the quality of their education. In framing the budget measures, I have been very conscious of the need to minimise the effect that any change in pupil-teacher ratios might have on the provision being made for our most vulnerable students.

I have ensured that targeted resources in schools in the DEIS programme will be maintained at the same level as in previous years. Students with special needs and learning difficulties will continue to have full access to the same level of resource teaching, special needs assistance and learning support in every school. Traveller children will continue to benefit from additional supports. Children whose mother tongue is not English and who have English language needs will also continue to benefit from additional supports, albeit at a reduced level.

I have already acknowledged that there will be a net loss of some two hundred posts in each sector but I am satisfied that the decision to marginally increase the pupil-teacher ratio is an equitable and prudent course of action in the current economic circumstances.