Is it Ever OK to Raise Class Size?

by Bill Tucker on February 1, 2011

With state finances in disarray, we need to have honest conversations to ensure that budget cuts do the least harm possible. But that’s not possible unless we can even broach a conversation about class size. Unfortunately for many advocates, class size can’t be discussed. Just like raising taxes is never an option for many on the right, raising class size will always be scorned by certain advocates — no matter the circumstances.

Compare the spin from the Twitter account of Leonie Haimson, head of New York City advocacy organization Class Size Matters, and the actual Washington Post interview with DC Public Schools Chancellor Kaya Henderson:

@leoniehaimson 9:30am via web

Kaya Henderson, head of DC schools, wants to maximize class sizes & claims will not create “shock to the system” http://wapo.st/hgoDXm

Given the transient nature of Twitter, it’s fair to assume that few people will read the actual interview. And, based on Haimson’s 140 character summary, which was then re-tweeted along, readers would get the impression that Henderson is just another callous reformer. Sure, Haimson is using Henderson’s own words. But, compare the sound bite to the actual interview (emphasis mine):

Posted at 9:10 AM ET, 01/31/2011

Q & A with Kaya Henderson

By Bill Turque

This is the transcript of a Jan. 12 interview I did with interim Chancellor Kaya Henderson for Saturday’s story, edited for clarity and length.

BT: How will budget cuts play out for students and teachers?

KH: We are trying to make some decisions. One of the places that we are able to realize savings without it being a shock to the system is by really maximizing the class size provisions under which we need to operate. Our class sizes in the district are much smaller than similarly situated districts. We’re not even reaching the limits of the WTU contract around class size, which everyone agrees are fine.

BT: There’s a point of view that class size is overblown as a determinant of success. Do you agree?

KH: So I’m not exactly sure where I come out on the class size issue. I get that if you have a smaller group of students, especially students who are behind where they should be performing, it’s much easier to serve those students if you don’t have 30 of them. At the same time I know for sure when you have an excellent teacher in a classroom — and I’ve seen this — that principals will put additional kids in a classroom, up to 40. And if the teacher can handle those 40 kids they are better served by that one highly effective teacher than splitting that class into two classes of 20 [where] you can’t guarantee are both are highly effective teachers.

BT:: So its fair to say that class sizes will increase in some instances to try to effect savings?

KH: Oh, yeah.

Tagged as: Budget Cuts, Class Size Debate, Class Size Reduction, DCPS, Kaya Henderson

{ 5 comments }

Alex Trenton February 2, 2011 at 10:09 am: Is there anyone else in Leonie’s little organization besides herself? She’s quite the activist and publicity hound, but never seems to mention any subordinates, colleagues, etc.
Bill Tucker February 1, 2011 at 8:30 pm: FYI, per question about DC’s class size limits in the union contract: NCTQ teacher contract database is great on these types of questions. For DC, they have class size limits of 15 for prek, 20 for k-2, 25 for 3-12.
http://www.nctq.org/tr3/districtHomepage.jsp?districtId=74
Bill Tucker February 1, 2011 at 4:01 pm: Leonie — You’re welcome! It would be interesting to know the specific numbers in DC! Though, I would disagree that Sidwell Friends is the appropriate benchmark.

Jared — You could write a book around the class size debate. Researchers line up on various sides of this issue and most importantly, context matters a lot (like taxes). Since class size is very expensive, we have to weigh any benefits from class size reductions — esp when done across the board and are costly, but yield only very marginal reductions — with other ways we might use the money (professional development, enrichment, etc.). As Henderson notes, it’s also really important to consider the effectiveness of the pool of new teachers. Here’s a very accessible overview that begins to get at the multitude of issues: http://www.educatedreporter.com/2010/07/what-class-size-research-really-says.html
Leonie Haimson February 1, 2011 at 2:13 pm: Thanks for the plug guys.

She says: ” We’re not even reaching the limits of the WTU contract around class size, which everyone agrees are fine.”

Is that really the case? Can you tell me what exactly are the contractual limits in DC for class size, and where can data be found for theexisting class sizes in DC schools?

I’d bet they are still far larger than at Sidwell Friends.
Jared February 1, 2011 at 2:08 pm: I thought that the current research showed that smaller class sizes are more effective. Has a study been done on the effectiveness of class sizes larger than 30 vs smaller than 30? I would also be interested in the demographic breakdown of the aforementioned “class of 40 kids” (i.e. higher-functioning, lower-functioning, socioeconomic status, etc…).