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Abstract

This article examines assumptions about the possible cause–effect relationship between class size and student achievement, and why social work programs increasingly substitute non-tenure-track and part-time personnel for tenure-track faculty. Data are presented that cast doubt on previous conclusions that lowering mandated student–faculty ratio guidelines for MSW and BSW programs would improve student learning. The author suggests that programs have a monetary motive for the increasing use of non-tenure-track and part-time personnel. The author also discusses areas to focus on for improving student achievement beyond class size and the student–faculty ratio.

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