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  Each One Student Increase in Class Size Parallels a Four Point Increase in TIMSS Math Scores The TIMSSR study conducted in 1999 showed a pattern similar to the 1995 study, which is that each additional student per average classroom paralleled a four point in crease in TIMSS Math scores. This is not necessarly proof that all we need to do to increase math skills of our students is to double or triple the size of our classrooms, but it is proof that education quality does not suffer from increasing the number of students in a classroom, and that education quality can be retained in large classrooms. http://timss.bc.edu/timss1999i/math_achievement_report.html TIMSS Math Scores versus Class Size, by Country  1995 Score  1999 Score  Class size  Australia  519  525  27  Bulgaria  527  511  22  Canada  521  531  27  Czech Republic  546  520  24  Hong Kong,SAR  569  582  37  Hungary  527  532  21  International Avg.  519  521  31  Italy  491  485  20  Japan  581  579  36  Korea, Rep.of  581  587  42  Latvia( LSS)  488  505  22  Lithuania  472  482  23  Netherlands  529  540  25  New Zealand  501  491  25  Russian Federation  524  526  24  Singapore  609  604  37  Slovak Republic  534  534  25  Slovenia  531  530  22  United States  492  502  26 
COUNTRY  TIMSS Math Score table20_1.htm  Average Number of Students Per Class  Korea  607  49  Japan  605  44  Hong Kong  588  41  China (est)  610  48  Switzerland  545  18  France  538  25  Ireland  527  27  Italy  537  21  Israel  522  32  Slovenia  541  25  England  506  22  Canada  527  25  U.S.  500  23  Spain  487  29  Portugal  454  25 
American parents don't have to teach American children that American teachers are just cheap babysitters.
American children are smart enough to figure this out on their own.
And this is why they don't respect them. You don't get respect by demanding respect, not even from children. You get respect by demonstrating ability. You may claim that it's not the fault of our teachers that they don't possess any ability which is worthy of the respect of their own students, but you can't claim that this isn't the reason children don't respect them.
How can anyone possibly expect a student to respect a math teacher who says "the statistical methodology is inherently faulty and unreliable", when many students know or at least sense that this just isn't true? TIMSS made it obvious that many of our own students now believe this statement, which must mean that a large percentage of their teachers also believe it.
It is false.
A qualified, capable teacher in Japan or Korea can easily teach math to a classroom of 60 students because the students respect the math ability of the teacher. But our teachers can't even teach math to a classroom of 18 students. While foreign teachers are teaching calculus to classrooms full of 60 high school students, we are just barely able to get through geometry in classrooms with only 18 high school students.
Needless to say, this is partly why we spend three times as much for education (as a percent of GDP) than they do.
There isn't a shred of evidence that all of these steps we've taken to support incompetent teachers has improved the education of our children one whit. Smaller class sizes don't do anything but increase costs, and mask the real problems.  
