Our annotated bibliography is below.

It covers our topic on the impact of

class size on student, teacher, and school productivity. We intend to use
current and past statistics in our analysis as well as a survey we are
conducting.
[1]C. Hoxby, 'The Effects of Class Size and Composition on Student
Achievement: New Evidence from Natural Population Variation',SSRN Journal.
This source includes multiple experiments that effectively identify
correlations between class size and student achievement. We can compare
the results from our survey to the results in these experiments [1].
[2]G. Glass and M. Smith, 'Meta-Analysis of Research on Class Size and
Achievement', Educational Evaluation and Policy Analysis, vol. 1, no. 1, pp. 216, 1979.
In 1979, 80 studies were conducted to analyze the relationship between
class size and student learning. There is no simple way to identify a pattern
between different class sizes, as they differ drastically. There is the case
when a school that has enough resources to offer smaller classes in which
students perform better, but this performance is due to family characteristics
rather than class size [2].
[3]C. Jepsen and S. Rivkin, 'Class Size Reduction and Student Achievement:
The Potential Tradeoff between Teacher Quality and Class Size', Journal of
Human Resources, vol. 44, no. 1, pp. 223-250, 2009.
This website shows how smaller class sizes can be affected by the teaching
experience of the instructor. Studies show that teachers who do not have the
proper certification or experience in teaching can dampen the performance
of students in smaller classes [3].
[4]L. Mishel, R. Rothstein, A. Krueger, E. Hanushek and J. Rice, The class size
debate. Washington, D.C.: Economic Policy Institute, 2002.
This book shows evidence on how studies and research conducted to find a
relationship between class size and students' performance varies according
to schools, school location, students' ethnic background, and students' grade
in school. There was a really well-conducted study which showed that
"reducing class size from 22 to 15 in the early primary grades seems to
increase both math and reading test scores by about 0.2 standard
deviations" [4].
[5]D. Harris, 'Class Size and School Size: Taking the Trade-Offs
Seriously', Brookings Papers on Education Policy, vol. 2006, no. 1, pp. 137161, 2006.