Class Size Reduction
Description of problem: Class sizes are on the rise. More and more teachers are faced with classrooms swelling to over 30 students. Schools that had caps on class size have removed them so they could reduce the number of teachers in order to save on their budget. The problem with allowing class sizes to swell is that the students suffer. As teachers, we strive to give each child the individual attention they need in order to master the many standards they will be tested on. We try to ensure that each child is able to enjoy learning and get the most out of their time in our classroom. When there are too many students in one classroom, no child is able to get the individual time needed with the teacher. Teachers are also unable to use their repertoire of skills to the fullest due to the overwhelming number of students in the class. Due to this, students get lost in the mix, or slip through the cracks. While this problem affects all grade levels, it is most detrimental in the early elementary grades where students are learning the foundations that all other learning is built upon. If that foundation is shaky because they didn’t fully grasp a concept, then it will be difficult for the child to build more knowledge on top of it.
Background: Class Size Reduction has been a political hot topic as teachers, students and parents express concerns about the number of students in classrooms. The Tennessee STAR experiment compared the achievement of large and small classes and found that small classes had a significant and lasting impact on academic achievement and educational attainment (Jepsen & Rivkin, 2009). The students were able to benefit from being in a smaller class and that benefit stayed with them as they continued through their education. Most research also points out that low income, low attaining and disadvantaged students benefitted the most (Jespen & Rivkin, 2006; Blatchford & Bruhwiler, 2011; Graue & Rauscher, 2009). These studies also point out that the positive effects were for all the smaller class sizes across all demographics. Studies show that class size reduction is a positive step in improving education in the United States. It allows teachers to utilize more skills from their repertoire to assist students in meeting their educational goals.
Ask most any teacher what the biggest problem with large class sizes is and they will tell you they have less time to give the students the individual attention that they need. Graue and Rauscher (2009) noted that, “there is a chain effect implied in class size reduction logic – smaller groups mean more intimate learning relationships, which in turn provide more in-depth knowledge and makes instruction more responsive to needs, ideally yielding greater student achievement.” In large classes, reductions in the quantity of learning opportunities due to time constraints, inhibits teachers from achieving the necessary pace, depth, and breadth of curriculum coverage that is required nowadays by standardized testing. The time constraints brought on by larger classes lead to fewer interactions, lower level questions, less interactive feedback, limited variety of instructional tasks, less time for individual interactions especially with lower achievers (Pedder 2006). In these large classes, practical tasks become less common, teacher demonstrations increase, and students have less “hands-on” experiences. Small classes allow teachers to spot problems and give meaningful feedback, identify specific needs and gear teaching to meet them, set individual targets for pupils, and be more flexible and adventurous in the use of different styles of teaching (Blatchford, Russell, & Bassett, 2007). Teachers are able to use more of their repertoire in teaching to smaller classes than larger classes. They are able to monitor student learning and make the adjustments required to meet all students’ needs.
While smaller class sizes have been shown to improve academic achievement, there are a few pitfalls. For one thing, how are district suppose to fund class size reduction? Achilles reports that there are multiple ways for districts to implement class size reduction at little or no cost to the district. Many districts have the ability to reallocate funds or shift teachers in order to reduce the class sizes. There are also state and federal funds available in many places to help reward districts that implement class size reductions. A second pitfall is the number of teachers who will have to be brought in to teach all the new classes that have been formed can cause there to be an abundance of inexperienced teachers within a school. Graue and Rauscher (2009) suggest implementing class size reductions slowly, one grade level at a time, starting in kindergarten. This not only allows schools to bring in teachers slowly, finding experienced and talented teachers but also allows districts to support the teachers with mentoring, modeling, and community building. Investment in teacher quality is key to unlocking the potential of class size reduction.
Context of the problem: Large class sizes have been affecting our education system as well as the education systems in many countries. Many countries have conducted their own studies on class size and come to the same conclusion that smaller class sizes improve academic achievement. These studies have been conducted for over twenty years with the vast majority of research showing the benefits of smaller classes. Due to the recent recession, many districts have been increasing the number of students per class in order to eliminate teachers and save on money. Some have removed caps they had previously placed on class sizes even though they had seen the importance of smaller classes.
Analysis: I believe that we are moving backwards. We continue saying that we want to improve education but we focus so much on standards and testing that we lose sight of proven ways to increase achievement. Implementing class size reduction, especially in the younger grades, will improve the academic achievement of students and will continue throughout their educational careers. In order to do this, states need to stop cutting funding from education, place caps on class sizes, and so what is best for the students. I feel as if politicians do not always have the students’ interest in mind since keeping students from learning how to think help assure them of future voters. Teachers, parents, and students all need to stand together to let the politician know that we want what is best for our students. We want our students to be highly educated and competitive in the world market. In order for this to happen, students must be given the opportunity to learn how to think. Teachers are able to help students achieve this much easier in smaller classrooms since their focus can be on the academics as opposed to the administrative and behavioral aspects that come along with teaching.
Suggestion for Action: In order for politicians and districts to understand the importance of class size reduction, they need to be presented with the studies showing the benefits as well as given ideas on how class size reduction can be financed. Districts should slowly implement class size reduction in order to ensure they find experienced, qualified teachers instead of creating such a need for teachers that they require uncertified assistance. Districts should also ensure that they properly support their teachers through in-services, mentoring, and modeling.
References
Achilles, C.M. (2005). Financing Class Size Reduction. Regional Educational Laboratory Southeast. 1-28
Blatchford, Peter & Bruhwiler, Christian (2011). Effects of Class Size and Adaptive Teaching Competency on Classroom Processes and Academic Outcome. Learning and Instruction, 21 (1), 95-108.
Blatchford, Peter, Russell, Anthony, Bassett, Paul (2007). The Effect of Class Size on the Teaching of Pupils Aged 7-11 Years. School Effectiveness and School Improvement, 18 (2), 147-172.
Blatchford, Peter (2005). A Multi-Method Approach to the Study of School Class Size Differences. International Journal of Social Research Methodology, 8 (3), 195-205.
Graue, Elizabeth & Rauscher, Erica (2009). Researcher Perspectives on Class Size Reduction. Education Policy Analysis Archives, 17 (9), 1-26.
Jepsen, Christopher & Rivkin, Steven (2009). Class Size Reduction and Student Achievement. Journal of Human Resources, 44 (1), 223-250.
Pedder, David (2006). Are Small Classes Better? Understanding Relationships Between Class Size, Classroom Processes, and Pupils’ Learning. Oxford Review of Education, 32 (2), 213-234.