Teachers across North Carolina hear how the budget might “require” lay-offs. One repercussion of lay-offs is larger class sizes. Teacher assistant positions, also under the chopping block, have dwindled in the elementary schools to the point of basic coverage in the primary grades. The teaching profession is in disbelief that our lawmakers will put larger numbers of children into already overcrowded classrooms. This is regressive and opposes research-modeled reform efforts calling for 15:1 student-teacher ratios. Ditto for the National Association of Elementary School Principals and NEA.
Today’s children are equal in value to the children in any previous generation, but they face more issues. Challenges include children whose parents are at war, more broken homes, single parents, poverty, homelessness, drugs and hopelessness. We have known and then proven that poverty is a major contributor to multiple factors which can place children at risk for learning and health. “For every talent that poverty has stimulated it has blighted a hundred.” (John W. Gardner)
Our profession has made strong strides toward more differentiation, which requires frequent diagnostic evaluations to test the effectiveness of our teaching. The adage: “Just because you teach it does not mean the child learns it!” is being taken seriously. Our profession is trying to illuminate each student’s needs as the central focus of a growth model. Some legislator voices threaten the tax support we had for this advanced reform model. Our educational gains could diminish.
At a recent interview at our school, teachers were asked what they would do with a larger class size added to their increasing responsibilities and numerous evaluations. There was a quiet, painful pause in the discussion. One teacher had analyzed using different evaluations and found she had a large group of high achievers and a large group of low achievers and only a few in the middle range at that grade level. She said, unfortunately, she would be forced to minimize individualization options. In other words, she would teach students in the middle as students lagging behind or needing to surge ahead would get slighted. Successful teachers need time to build relationships with each child.
Study after study tells us this about smaller class size: increased achievement, significant improvements of percentile rankings using smaller classes, narrowed gaps between economically disadvantaged groups, minority and majority groups. Additionally, studies noted better social adaptability, less dropouts, and the ability to take higher level math and other subjects.
A sincere, highly competent, young teacher expressed to me that she feels class size is a major contributor to her success as a teacher. Each additional student increases the range and types of needs. Discovering and then answering these needs cannot be taken lightly. The teacher feels burdened that legislators are considering reduction of public education funds and teachers. This in turn directly influences the successful education of each child.
A veteran, NBCT educator who has invested her life, career and her personal money laid it straight: “We educators put the children first, and we expect the legislators to do the same!” and then she left the room to make additional preparations to do what she does best: teach.
