RESEARCH AGAINST REDUCING CLASS SIZE

Class size does not necessarily appear to be a common denominator amongst all classes in achieving successful education. In fact, many are quick to argue that class size reduction does more harm than good. Many reports are now placing a great deal of emphasis on other factors other than class size for student achievement. Classroom organization and how well teachers distribute their time are some of many factors that help achieve student success. Whether this is experience gained by teachers throughout the years in the class, or teachers learning how best to facilitate their students, some argue that a teacher in control of this can make a class size of any number work. The more students there are in a class, the more experience, viewpoints and opinions there are to contribute to the class community. Many would argue that in order to achieve a successful, diverse, and eclectic class, you need a variety of students. Thus, the more students in the class, the more opportunity for experience there is. With a diverse population in the class, there comes a variety of young minds. Over the past few decades there has been a great change in the student population-positive and negative. As Hanushek mentions, many students today have less motivation, desire and drive to do well in school. Thus placing them in a class of 10 or 30 will hardly matter in terms of teacher attention. Unfortunately it is the truth that some students choose their path before setting foot in the classroom. A class size will not be a determining factor. Schools are no longer just a place for academics. More and more emphasis is being placed on student’s social education, and how this plays an important role in a child’s development. Student’s placement within a larger class allows more opportunity space for socialization, with more classmates. In many cases, low class sizes may result in multi-grade/multiage classrooms. These types of classes seem to have mixed reviews when it comes to their positive or negative effects on student achievement. Thus, variation in class size may be the result, rather than the cause, of differences in student ability and achievement. Teachers are strong advocates for reducing class size, but how much weight is for improving their own student’s success, and how much is for personal gain? Teachers are the first to admit working conditions are at an all time low, with over packed classrooms making even everyday tasks within the class difficult to achieve. Others argue that teachers are only strong advocates for reducing class size as a means to benefit only them. In allowing class sizes to remain on a stead increase, some argue that by survival of the fittest, the “best” teachers will remain in the classrooms, weeding out the weak. Cost in reducing class size is probably one of highest concern. Some of the costs identified in the research include quality classroom space (that does not result in lack of adequate space for other activities); the availability of a pool of good teachers; opportunities for teachers to learn new instructional strategies (including training and time to practice and get comfortable with them); proximity to other educational staff; and instructional resources (both materials and human expertise. Lowering class size requires funding for additional teachers, additional classrooms, and the operations costs of the additional classroom space. As an example, for the new Ontario Board policy for an additional 4,800 teachers, this is estimated to cost upwards of 386 million dollars. Many are concerned that this money should be spent elsewhere and wonder how much is too much or if the effects of smaller class size alone enough to justify this spending of educational dollars. Unfortunately, in order to support calls for class size reductions, there has been a tendency to pick and choose among available studies and evidence. Therefore there is no guarantee.