In 1998, President Clinton sparked a debate when he "proposed the first national effort to reduce class size in the early grades." People who supported this proposal argued that the result of smaller classes (especially in the younger grades) would be more effective teaching and learning and higher student achievement. Critics say reducing class size is costly and that decreasing class size does not mean that teacher effectiveness will improve, and other less expensive alternatives could be used that might achieve the same educational goals. Today, this debate continues. To say every district should reduce class sizes is wrong. Each district is different and has different needs, but one goal all districts share is to maximize teaching and learning in their schools. If a district believes reducing class size is the best way to achieve this goal, and they have the money, the facilities, and the teachers, reducing class size should be done, but if a district believes the money that would be spent on reducing class size could be better spent on alternatives to achieve this goal, reducing class size should not be done.
Critics mainly oppose reducing class size because of the shortage of buildings and quality teachers and the conflicting research that has been done. Decreasing class size means more classrooms need to be built, and more teachers need to be hired. In some districts, this could be a problem because they have a problem hiring quality teachers as it is, and they might...
The latest amendment to the Florida constitution reduces the average class size in schools around the state. Although many people believe that smaller class size will help students learn by giving them more time individually with their teacher, studies prove that class size has little or no effect on student achievement. The class-size amendment is a waste of non-existent money, and in the long run, it will only hurt Florida’s economy and the education program.
Education in America has existed as long as the nation itself. In fact, education began before Americans even landed in America—before the name “America” was commonplace, before the thirteen colonies emerged, before anyone had any thought to inscribe the words “life, liberty, and the pursuit of happiness.” English Puritans taught their children long division and cursive script while sailing across the rough waters on the Mayflower (“Colonial Education”). To distract young minds from the treacherous hurl and break of the Atlantic waves, parents encouraged the group to recite their Bible verses and name the twelve apostles (“Colonial Education”). There were only a few children aboard, about “20 adolescents, mostly boys,” but their importance superseded their numbers (“Children on the Mayflower”). The survival of the children “was of great importance to the survival of the Plymouth Colony,” so their parents invested great effort in their education. Once on land, schooling flourished from the confines of the ship to the vastness of unexplored territories and unlimited time. Eighteenth century colonial Separatists built small one-room schoolhouses devoted to religious studies, the wealthy Federalists of the nineteenth century formed English Grammar Schools to discipline future politicians, and twentieth century middle-class urban dwellers pushed for public education buildings amidst the bustle of city factories (“Early National Education”). As the people recognized a growth in population, they also recognized a growing value to schooling and learning. The nation flourished and expanded, and so did its educational system.
new technologies. This is a disadvantage for the students. The students do not have the advantage of computers, digital cameras, and other new technologies that make learning more fun. The students who do not have these technologies may lose interest in learning. Sternberg also points out that higher salaries also causes businesses to decide not to open their stores in that district because of the higher taxes. The stores do not want to pay out more money than what they have to, even if it is for a good cause. I can understand the concern of the business owners, but they should think about where the money goes and how much it would benefit the public schools in that area. Sternberg discusses the loss of teachers that would be forced on the district if they raised the average teacher salary. This would mean that the class sizes would be larger and the teacher to student ratio would also rise. This would be a d...
...uture of American Public Education looks grim. A change in allocating money to the proper intuitions and programs is a necessity for growth and a well rounded educational system. This will allow all students regardless of location to receive the same tools and resources to obtain a high success in learning. The inherent assumptions and discrimination against poor, minorities, and special education students must be eliminated to provide a equal and democratic school society, which will enrich and prepare these students in becoming prosperous adult community members. Reform should include high standards from administration and teachers, not just from the students. Most importantly, reform should include giving the students, teachers, and families a voice in how we teach the students.
The largest portion of increased spending during the 20th century occurred to hire more teachers to reduce class size and to provide more out-of-classroom services, particularly for special education purposes. However, they argue that neither strategy boosted student achievement very much. Also, although education spending has increased teachers' salaries, it has not been used to improve the quality of the teachers. Notably, Odden et al. found that both low-spending and high-spending school districts fund education spending in the same proportions, meaning that high-spending districts tend to have lower class sizes and higher teacher salaries. The authors argue this discrepancy reflects the "fiscal regulariti...
Districts have to think about if it is worth the money to reduce class sizes, and if there is enough proof that students are academically better off in smaller class size rather than larger classes. According to Matthew Chingos and Grover Whitehurt authors of Class Size: What Research Says and What It Means for State Policy, “Increasing the pupil/teacher ratio in the U.S. by one student would save at least $12 billion per year in teacher salary cost alone” (Chingos, Whitehurt). Why would districts want to pay for the creation of smaller classes when they could save more by just adding more students to a class? This goes to show that there should not be a price tag on someone’s education. Why put more on a teacher’s plate just to save money? With the result from the Student Teacher Ratio, it is hard for districts to say that having smaller class sizes is not the way to spend money. If the districts spent the money on the class size reduction, they would not have to worry about an annual cost, because once small classes are set in place, the districts do not have to continue to pay. According to the National Education Association (NEA), having class size reductions do not only involve money but also create “improved health, less Medicaid coverage, lower crime rates, and fewer welfare recipients” (Class Size Reduction: A Proven Strategy). So, the districts should also look at this before being concerned to where their money goes. The district’s money, according to the NEA, is going into these students who will live a better life later on when they are out of school and into the real
But the truth is that smaller classes and better teachers do improve student achievement. Members of our government claim that giving more money to schools will not make a difference, but the government funding for schools needs to be used effectively to see a change in student performance. (Connell)
Even in this time of struggle, with billions of dollars going towards various war efforts overseas, America still has managed to keep taxpayer investments in education higher than that of funds for national defense (U.S Department of Education). In the 2004-05 school year, there was an estimated amount of 536 billion dollars set aside from taxpayer investment for education purposes. Without a doubt, education is a priority for the American government, and if these funds are used in the correct way, there is no reason why each and every kid in the United States shouldn’t be getting a quality education. However, the organization of the financial system is flawed, funds are not handled proportionately at the state level; rather, this system favors the wealthier districts and hands more funds to them while the less wealthier districts are handed a smaller pool of funds. This really affects America’s quality of education, which also reflects upon how America fairs on the world stage when it comes to competition in education with other countries. The disorganization of funds in the United States can be seen in the Hoover City School district, which has bought every student in that district an iPad for use in school. The first problem with this is that this school district does not even have a viable bus system that can transport students to and from school. Secondly, not even 20 miles from this district lies the Birmingham City School district where a little more than half the students are graduating, compared to Hoover City Schools where a bit more than 90 percent of the students are graduating. If anything, the state should be working towards improving educational standards in lower-income communities rather than debating on the log...
Class size makes a huge impact on how the student learns. Along with many other things, there is more to the amount of kids in class than most people think. The quality one on one time is affected. Along with that, important questions that the students needs clarity on from the teacher might not be able to be answered because so many other students are in the room asking their own question. Students learn in their own ways. Teachers have to be flexible to how their students learn and in order to do that they need to know their students on a personal level. When class sizes are large, it effects students in negative ways in their learning.
School funding has always been a debatable topic. Although school funding needs to be increased, there is no proof of academic achievement (Hanushek). Academic researchers have sought to answer the questions of whether education expenditures are correlated with student performance(Hanushek). Hanushek has found that there is no proof of academic achievement towards funding the schools(Hanushek). It depends on how the money is spent, not on how much money is spent(Hanushek). “ There are so many areas of education that require money(Shanker).” When you are able to reduce the size of a classroom you allow the teacher the opportunity to give additional help by spending more time with each individual student(Shanker). Also, higher teacher salaries are very important when it comes to having the best teachers(Shanker). Studies show that raising the city’s basic per-pupil allocation from $9,306 to $11,608 will provide better technology and better teachers(Brown). Smaller classroom size and better teachers have a positive effect ...
All throughout the United States for the past several years, states are “hurting because of falling state revenues,” (Emeagwali), and schools are trying to cope with tremendous budget cuts that are resulting in less funds provided for educational services. These cuts are putting pressure on everyone invested in the education system, including students, teachers and any other administration within them (qtd. in Johnson 2), and the reduced budget is not solely affecting any particular level of schooling either. All levels of education, ranging from primary learning to advanced, have been affected (Emeagwali). Additionally, it is not just one or two states having to adjust their budgets; by 2002, “at least 40 states [had] been forced to consider budget cuts,” and these cuts have taken their toll on the amount of funding designated towards educational opportunities (Feldman). As pressures hit hard on state governments, a rise in educational budget cuts has resulted in deleterious effects on the level of education provided to students. As a result, researchers and infuriated teachers and parents have begun supporting education as it is ignored by government administration.
...mpared to privately funded school sizes. According to (NCES) the average school size for a central city, state-funded school is 1,083 compared to 398 in privately funded school. That means teachers will have an even harder time giving a state-funded the same one on one time when compared to the privately funded school. Since the education is not equal to private schools should be abolished.
Although everyone would agree that today’s children are the country’s future and education is an investment, the education industry has been short on funds for years. One would assume it would be the government’s top priority, but it is not. Along with stagnant teachers’ salaries and teachers’ furloughs one of the unfortunate outcomes of budget cuts isare larger class sizes. as a result the class should be smaller. When there class sizes that are too big a person has problems that effect students and the teachers and both the student and teacherhave problems. Class sizes may have an effect on Student’s’ success. Large c Class sizes are not fair to students for many reasons. because students and teachers’ come across problems when there are more students than classrooms. In a smaller class teachers’ would be able to do more hands on activities.
As you can see the school board handles many issues from budgets, to tenure, to performance scores, to conferences. Although this paper did not cover everything in the meeting, it summarized what took place, and what affects it would have on teachers. The decisions made no matter how big or small can influence how and what task a teacher performs. The school board meeting was interesting because you are able to see how the changes could affect you personally.
Second, end overcrowded classes, as population grows the demand of building more schools grow with it. In average, we should have six-hundred to eight-hundred students in each school. Nevertheless, some schools now have over one-thousand students, which make it very difficult inside the class room. In a big city like Raleigh the number of students is very large, and that leads to so many problems like making around year school, which have a negative impact on the students. Students will be able to understand more when there are fewer numbers inside the class room.