In the article, “Are Small Classes Best? It’s Complicated“, from the Chronicle of Higher Education, Beckie Supiano describes the conversation surrounding the relationship between effective teaching and course size. Intuition tells us that small course sizes likely lead to more effective instruction, but studies have yet to arrive at a consensus to prove this. The article also describes the history of class size on institutional rankings. This leads us to the complicated question: is class size inherently a marker of student learning or are there other factors at play?