Introduction
Class size is a significant characteristic that contributes to the effectiveness of education and how much time a professor can allocate to particular students’ problems. In this sense, many experts perceive a higher teacher/student ratio in classrooms as a more effective learning method. However, fewer students per class imply more separate classes, which inevitably lead to additional financial spending. Hence, it is crucial to determine the most effective teacher/student ratio to maximize the productivity of students and minimize physical and mental strain for teachers. The current paper reviews articles on class sizes in PK-12 in the United States, exploring the research on practical class ratios based on funding.
Recommended Standards and Regulations
Most states and school districts in the country have unique standards concerning the minimum and maximum class size, and some departments emphasize pupil/teacher ratios (PTR) in their policies. Saenz-Armstrong (2021) examined the existing limits, revealing the range from the lowest number of eleven students in Pre-K to the largest number of forty-one pupils in K-9 to K-12. Moreover, the author has found that although the regulations are present in 86% of the examined school districts, there is virtually no punishment for exceeding the limits (Saenz-Armstrong, 2021). The data from the National Center for Education Statistics demonstrates that the average class consists of approximately twenty to twenty-five students, and the paper by DeGeurin supports this statistic (“Average class size,” 2018; DeGeurin, 2021). It shows that classes rarely reach the lowest and highest boundaries of class size.
Nevertheless, some states have stricter standards concerning the limits of class size. For instance, Florida enacted the classroom reduction policy in 2002 with a maximum number of twenty-five students in grades K-9 to K-12 by amending the Florida Constitution (Blakely, 2019). The dissertation by Blakely (2019) revealed a direct positive correlation between reduced class size and student performance. Additional findings included the difference in student achievements in various subjects and the deviating results for students with and without disabilities (Blakely, 2019). However, Florida complemented the class size reduction initiative with nearly $50 billion over the course of twenty years (Blakely, 2019). It implies that lowering the maximum limit might be effective, but not all states and school districts can implement this policy due to financial reasons.
Support Staff
Besides teachers and students, the problem of funding directly relates to other school employees, including security guards, local psychologists, and other crucial professionals. The analysis transparently demonstrates that reducing class size requires sufficient financial resources, and additional operational expenses on support school staff might exceed the budget (Blakely, 2019; Owens, 2022). For instance, the report by Owens (2022), supported by the Georgia Budget & Policy Institute, reveals that most schools already lack resources to hire teacher substitutes and other support positions. According to the research, 84% of school leaders recognize inadequate funding as the primary problem of unsatisfying education quality, teacher retention rate, and other crucial parameters (Owens, 2022). In the context of the current work, it implies that if states and school districts decide to decrease class size limits, they will have to reduce funding for other school activities. As a result, this approach might lower the quality of support services, including custodial, security, counseling, food, and many other vital operations.
Suggested Standards, Expectations, and Limitations
While some standards and regulations regarding class size in PK-12 exist in most states, more academic research is necessary to determine the most effective ratio based on funding. A large number of studies show that class size reduction has a positive effect on student performance (Filges et al., 2019). Filges et al. (2019) have examined 127 studies on the topic, finding that the impact of class size reduction depends significantly on the subject and grade level. For instance, smaller classes have a substantial effect on reading comprehension in K-3 grade but a lesser impact on student performance in math (Filges et al., 2019). The research by Etim et al. (2020) supports this hypothesis, claiming that grade levels are crucial factors in this discussion. Their study, based on data from North Carolina schools, revealed a positive correlation for elementary schools but noted a negative dependence in middle schools (Etim et al., 2020). Ultimately, academic research on the topic is still ongoing, but the evidence shows that different grade levels demonstrate varying results due to class size reduction.
Conclusion
The current paper has analyzed academic literature and relevant statistics on the effectiveness of class size reduction and its direct dependence on funding. The analysis has demonstrated that smaller classes and higher PTR generally have a positive correlation with student performance; however, it is essential to consider funding limitations and varying outcomes based on the grade level. The primary problem in this discussion is the budget since many K-12 education institutions have pressing concerns in the form of low teacher retention and the absence of crucial positions, such as teacher substitutes. In these cases, if schools opt for class size reduction, it will inevitably lead to a decrease in the quality of support services and other school activities.
Hence, K-12 schools must thoroughly consider the benefits of class size reduction and its limitations. The example of Florida has shown that this policy might be effective, but the state also allocated more than $50 billion over twenty years. Critics of this approach might note that these resources could have had a more substantial impact by increasing teachers’ salaries and improving the retention rate, which is another critical problem in modern education. Ultimately, more academic research is required to find an appropriate balance between PTR and funding.
References
Average class size in public schools, by class type and state: 2017-2018. National Center for Education Statistics. Web.
Blakely, J. K. (2019). Class Size and Student Achievement: Evidence from Florida. [Doctoral dissertation, Florida State University]. FSU’s Digital Repository. Web.
DeGeurin, M. (2019). Many public school classrooms are overcrowded, but some states fare worse than others. Here’s the average class size for every US state. Insider. Web.
Etim, J. S., Etim, A. S., & Blizard, Z. D. (2020). Class size and school performance: An analysis of elementary and middle schools. International Journal on Studies in Education (IJonSE), 2(2), 66-77.
Filges, T., Sonne-Schmidt, C. S., & Nielsen, B. C. V. (2018). Small class sizes for improving student achievement in primary and secondary schools. Campbell Systematic Reviews, 10, 1-107.
Saenz-Armstrong, P. (2021). Comparing school districts on class size policies. National Council on Teacher Quality. Web.
Owens, S. J. (2022). State of education funding. Georgia Budget & Policy Institute. Web.