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Lindsay Miller Equity & Excellence Educational Issue: Class Size The **PROS** for reducing class size: · Teachers with small classes get to know their students better and are able give more individual attention. Having more and varied instructional options allows teachers to teach differently. Certain instructional and classroom management strategies may work better in small classes and allow teachers to teach and manage their classrooms more effectively (small, flexible groups, increased one-on-one time with teacher, frequent and immediate individualized feedback from teacher). · Smaller classes in grades K-3 improve student achievement across the curriculum. · A class size of 15-18 is the upper limit for capturing benefits in the early grades. Classes with no more than 15-18 students have been found to be the ideal size for increasing student achievement in the early grades. · The benefits of small classes in the primary grades are lasting. The academic gains students experience in the primary grades are maintained for many years beyond that experience. · Small classes in the primary grades can help close the achievement gap. Minority students often experience even greater gains than white students when placed in small classes in the primary school years. The **CONS** for reducing class size: · Building the additional classrooms needed to accommodate smaller classes is a VERY expensive proposition, and paying the additional teachers costs even more. · To meet the increased demand for teachers, many districts hire teachers without full credentials. The demand for more teachers will jeopardize instructional quality. · Some schools may resort to placing classrooms in settings that are not conducive to student learning. · Evidence linking smaller classes to improved performance is inconclusive. Studies have varied in their definition of what constitutes a small class size. · Lack of professional development available to give educators a better understanding of the dynamics of a smaller class so that teachers can be effective in that setting. This is my fifth year teaching first grade and I have had classes as small as 18 and as large as 24. I can personally attest to the benefits of smaller class size in the primary grades. The smaller my class is, the better I know my students and the more I can individualize my instruction. It's really as simple as that. A class full of 24 first graders (with no aid) was chaotic at times!! With fewer young students to manage, I am able to minimize behavioral distractions so that I have more time to actually teach. I also have more time give frequent and immediate feedback to my students and nip potential problems or misunderstandings in the bud. All of this has a direct positive affect on my student's achievement across the curriculum. I know exactly where all of my students are at, the kinds of learners they are and what they need individually to succeed. I can also see how the benefits of smaller class sizes in the primary grades can affect future learning because teachers at the primary level are teaching their students the fundamentals of being a good student (supporting emergent readers and writers, developing positive feelings about school and a solid work ethic, etc.), which done well, will be carried with them throughout their academic career. In today's economy, taking on the financial burden of reducing class size would not be a viable option for most school districts. It seems finding adequate space to house an increased number of classrooms along with funding the salaries for more teachers would be "budget busters" for already dwindling funds. Reduction of class size also raises a quality versus quantity issue. Schools needing to hire more teachers may end up sacrificing on the quality/qualifications of the candidates depending on applicant pool in that area. Teachers also need to be provided with professional development focusing on how to actually teach a smaller class. Just because the number of students is reduced doesn't mean teachers can automatically make the adjustments they need to without adequate support from administration. Professional development to provide information about the dynamics of teaching a smaller class (alternative instructional and classroom management strategies, etc.) may also become a budgetary issue. Resources 1) www.edweek.org - Research Center, "Class Size," September 10, 2004: http://www.edweek.org/rc/issues/class-size/  2) American Educational Research Association, "Class Size: Counting Students Can Help," Fall 2003: http://www.aera.net/uploadedFiles/Journals_and_Publications/Research_Points/RP_Fall03.pdf. 3) "Conclusions from Class-Size Research" http://www.reduceclasssizenow.org/structuredAbstracts.htm  http://www.reduceclasssizenow.org/sa_articles/conclusions.pdf.  4) "Key lessons: Class Size and Student Achievement" Source: Center for Public Education http://www.education.com/reference/article/Ref_Key_lessons_Class/ 5) American School and University, "Sizing up Smaller Classes," http://asumag.com/mag/university_sizing_smaller_classes/