When California embarked on its mission to reduce class sizes in the early grades almost a decade ago, educators across the country were amazed and envious of the state’s ambitious decision to make teaching easier for millions of young students. Districts throughout California eagerly hired new teachers and decreased class sizes in kindergarten through 3rd grade, which previously had over 30 students. Within a year, the average class size for 1st grade dropped to approximately 18. It seemed that California schools had hit the jackpot.
Throughout the past eight years, educators have noticed a decrease in the problems they originally faced. The economy has cooled down, leading to fewer teachers leaving their profession for higher-paying jobs. State universities have also improved, producing more qualified teachers. Additionally, the implementation of the federal No Child Left Behind Act has helped to remove unqualified teachers from the system. Both the state and local school districts have invested billions of dollars in constructing new classrooms to accommodate the growing student population. Reflecting on the experience, educators acknowledge that the effort to reduce class sizes has been a valuable learning process for everyone involved. Riverside Superintendent Susan J. Rainey admitted that if given the chance, she would have rolled out class-size reduction more gradually. The urgency to place teachers in classrooms taught administrators the importance of having well-trained instructors. Rivera Elementary School teacher Ms. Ennis shared that while some interns and uncertified teachers performed well, others did not. Now, she sees that the state’s universities are producing better-qualified teachers, which has resulted in a larger pool of applicants. Furthermore, the federal No Child Left Behind law has made it necessary for teachers to be highly qualified, eliminating the possibility of hiring someone without credentials. Teachers have also learned that leading smaller classes is not necessarily easier. It requires more planning to cover the curriculum, and teachers at Rivera Elementary School find themselves spending more time grading papers due to the increased workload. Ms. Ennis observed that even experienced teachers struggled in smaller classes because they hadn’t planned enough work for their students. The state now mandates professional development for teachers in smaller classes to address these challenges. Alicia Christian, a teacher who transitioned from a small 2nd grade class to a larger 4th grade class, noted that the workload is different. While smaller classes allow for more individualized attention, parent meetings, and student evaluations, larger classes demand more time and effort. Research on the impact of California’s class-size reduction program has produced mixed results. The state has seen some minor improvements in state-assessment scores and National Assessment of Educational Progress scores. However, it is difficult to determine if these gains directly resulted from class-size reduction or from other reform measures implemented simultaneously, such as the state’s academic standards. Experts at the RAND Corp., a think tank in Santa Monica, have criticized California’s piecemeal approach to school improvement, including class-size reduction.
Desired Flexibility
Many educators and parents are of the opinion that there is no need for data to prove the effectiveness of the class-size program. In the San Juan Capistrano school district, parents were highly supportive of the small-class program. They rallied against the district’s decision to eliminate the 3rd grade component and managed to keep the program alive by raising more than $1 million through various fundraising activities. However, despite the program’s widespread popularity, school administrators argue that more districts will abandon it unless they are given more flexibility in terms of the restrictions imposed by the law on class size.
According to state law, in order for districts to qualify, the average class size must not exceed 20.4 students. Administrators must be cautious to ensure that their classes do not surpass this average, or else they risk losing state funding for those classes. Governor Arnold Schwarzenegger, a Republican, signed a measure last year that reduced the penalties faced by districts for violating the requirements. However, some educators believe that the measure did not go far enough. While many educational groups have called for greater flexibility, the California Teachers Association and the state PTA have successfully campaigned against these changes. Opponents are concerned that such revisions would give administrators the opportunity to undermine the purpose of the program in order to save money, ultimately leading to larger class sizes.
Barbara Kerr, who previously taught kindergarten and 1st grade in Riverside, recalled having class sizes of around 30 to 34 students. Now serving as the president of the California Teachers Association, she is speaking out against proposed state budget cuts that she believes will result in more districts eliminating the class-size program. She emphasizes the need to take a firm stand and expresses that compromise is not currently on their agenda. The initial hope was for the program to gradually expand, but the current situation calls for immediate action.
