Recent research by Smith and Glass indicates that academic achievement is often correlated with class size. Findings from the Beginning Teacher Evaluation Study suggest that teachers can do a better job with smaller classes partly because they are able to individualize instruction. Yet the possibility of reducing class size significantly is fiscally impossible in most school districts, and small reductions do not produce enough achievement gain to make them worth the increase in cost. Less expensive methods to reduce group size or the adult-student ratio include teacher aides, parent and community volunteers, a staggered schedule, "pulling out" students into special labs or centers, team teaching, extended-day programs, and special support teams. Complex class size issues may be raised by student proficiency or competency standards, mainstreaming, and voucher programs. Upcoming research will provide additional insights and new avenues for inquiry and change. (Author/JM)