New Horizons for Learning: Transforming Education

Every educator (myself included) would argue strongly that large classes have an adverse impact on education, learning and society. From experience alone, I can state with full confidence that large class sizes have, are and continue to wreck many positive advances in education and learning. Large classes have also impacted the quality of life in our communities. In contrast, many politicians, the Board of Education and many of the general public would assert that reducing class size is too costly, and furthermore, that there is no proof or evidence that small class sizes make a difference in learning. I mean to show that the cost of reducing class size is minimal compared to the price we, all of us, will pay in the future. The future of our children does not look promising if we foolishly ignore the ramifications of putting money ahead of sound education principles. Classes are continuing to increase (estimates put the number at 20,000 more students this year alone) and because many of these new students are from immigrant parents, language will be a barrier. So, the need for small classes is now even more important, especially in the lower grades.

The literature on the effect of class size versus a good education is varied and enormous, but no clear consensus had been established until 1995. A team of researchers undertook the daunting task of analyzing the research literature so that they could hopefully find evidence on which to form a competent response to the issues raised in the debate about class size, school funding and the quality of education. The research has shown that small classes of between 15 and 20 students result in learning gains as measured by standardized tests in reading and mathematics, with the most marked improvement in the earlier grades. The advantages gained from being in small classes have been shown to have a lasting benefit into the later years of students' lives. These studies have shown that small classes have a beneficial effect on the academic achievement of children from low-income families and those learning English as a second language (ESL). These are the students that the majority of educators are increasingly dealing with. Not only were small classes studied, but large ones as well. The findings show that overcrowded classrooms are associated with lower student achievement as confirmed by reading and mathematics competency tests. Any educator could probably tell you the same without the benefit of research data.

Not only do large class sizes have an adverse impact on learning, but also on the educational staff itself. Many teachers who work in overcrowded classes have low morale and self-esteem. Motivation suffers and classroom methods are restricted to little more than lecture, which brain-based learning has already shown to be, by itself, the poorest of all teaching methods. With overcrowded classrooms, new and more dynamic teaching strategies and techniques cannot be implemented. Overcrowded classes also burden teachers with an increased workload. This leaves less time for dealing with the other duties teachers must attend to. Some may think that all educators do is teach. But equally as important are developing the necessary relationships with students, for consulting with colleagues and for meetings and contacts with parents.

Besides academic achievement and working conditions, another reason large class sizes are harmful is their effect on pupil behavior. Research indicates that increasing class sizes have a detrimental effect on student behavior and, as such, reduce the opportunities for schools to provide the level and quality of teaching that is needed to enhance student learning and achievement. With smaller class sizes, students and teachers can get to know one another and the teacher can much more readily identify the strengths and weaknesses of each student. Now there is ample time for the teacher and student to work together on ways to improve those weaknesses. This gives students the confidence to continue their education and not feel abandoned in an overcrowded and boisterous atmosphere where learning takes a back seat to bringing the class under control.

Schools are now under a lot of pressure to raise standards and incorporate alternative assessments to better serve students, but how can this be accomplished if class sizes are not reduced? As a matter of fact, class sizes are continuing to rise. Increasing class sizes is a contributing factor to the growing problem of teacher stress, absenteeism, burnout and early retirements from the profession. The loss of experienced teachers just compounds the problem. It is unconscionable and unfathomable how politicians and many citizens foolishly prefer to spend valuable resources on building, for example, a new sports stadium (at an approximate cost of $500 million! each) instead of investing in the future of our children.

The ramifications of large class sizes for our society as a whole are enormous. There are no cold, hard facts, but it's not difficult to see how a poor education can lead young people to crime. Inmates have an average education level of below 12th grade. The average cost to society for keeping one person in jail is over $24,000 per year. The cost of instructing one student in New York State is just over $7,000 per year. You do the math. And what is the cost of building a new prison? In the hundreds of millions! We are now paying for neglecting to properly fund schools. Higher crime rates and the lack of qualified workers for our industries have negatively impacted on all facets of our society. We keep spending valuable resources on treating the symptoms and not the disease.

Maybe since we educators in New York City have had to deal with overcrowded classes for so many years, we have become immune and desensitized to the harm large class sizes have on our students and ourselves. We must fight for the mental and academic health of our students and for respect and good working conditions for ourselves. As we approach the new millennium, will children and educators be forced to continue to work in warehouses disguised as classrooms? For the sake of us all, I hope not. Does class size really matter? What do you think?

My name is Robert J. Rios and I'm 45 years old. I have been a teacher for almost 15 years, but before that I repaired electronic equipment on ships. My teaching career began in a vocational and technical high school. After 9 1/2 years I transferred to an alternative high school and have been teaching mathematics ever since.

I work for Offsite Educational Services, a branch of the New York City Board of Education. O.E.S. has 103 teaching sites scattered throughout all five boroughs and parts of upstate New York. Each site at O.E.S. is in a partnership with a community-based organization. I am located at the Vocational Foundation, Inc. site. We service what are termed "at-risk" students. These students range in age from 17 to 21. Many of them are young parents, have had trouble with the law and have been out of mainstream education for months, and in some cases years.

Robert J. Rios
O.E.S. at Vocational Foundation, Inc.
One Hanson Place
14th Fl. Brooklyn, NY 11243
( 718)230-3100
E-mail: rdrios@aol.com