SK>I think it simply boils down to this: A few trouble makers in ANY size
SK>class, including a small class, can really throw a wrench into the
SK>works. When this handful of trouble makers is removed, (say they happend
SK>to be absent on the same day) the class becomes positively enjoyable.
Absolutely true.....
SK>The fact is that there are SO MANY variables in any group of students 
SK>that affect their performance, I don't see how we can control 
SK>effectively during any study to be certain that any differences in 
SK>performance can be reliably attributed to that single factor: class size. 
Or ANY single factor.... Statistics, in general, with regard
to education ARE, in fact, damn near useless for exactly the
reason you cite above!  There are just too many variables to
allow one to isolate a SPECIFIC variable and control the 
others...  This is true whether one wishes to compare 
classes, schools, states, etc... Now if education were more
uniform, and evaluation were as well, you might be able to
compare SOME factors, but I can't see a way to accurately
compare things like teacher effectiveness, for example, 
since you couldn't get two teachers with the same kids, 
goals, materials, parental support, administration, funds,
etc, etc....
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 * MR/2 2.26 * DOS=HIGH? I knew it was on something...
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