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PC Government ignores evidence, abandons class-size cap

Latest move harmful for K-3 students Today’s announcement that the Manitoba government will abandon the Kindergarten to Grade 3 class size cap is “harmful and irresponsible,” says Norm Gould, President of The Manitoba Teachers’ Society.
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Latest move harmful for K-3 students

Today’s announcement that the Manitoba government will abandon the Kindergarten to Grade 3 class size cap is “harmful and irresponsible,” says Norm Gould, President of The Manitoba Teachers’ Society.

“It ignores overwhelming evidence and common sense, and plays with the futures of every child at those grade levels,” says Gould. “Any parent with a child in Kindergarten to Grade 3 should be outraged and talking to their MLA.”

“Giving students more teacher attention in their early years has been proven to be successful. Dismantling a program that is still in its infancy and not fully implemented is short-sighted and damaging, period.”

Gould says time for students and teachers to connect is at the heart of student success stories. “All the gains since the beginning of this program will be cast aside. As for the claim that there is no evidence to show smaller class sizes work, that is absolutely not true. There is plenty of research to back up the benefits of a class size cap. Teachers know that smaller class sizes pay dividends throughout students’ lives - and parents support more attention for their children.”

Gould says this latest move follows a recently announced government funding cut for the 2017-18 school year.

“First a meagre funding announcement, then prematurely throwing away the 20-student limit in early years classrooms?” What’s next?”

 

Effectiveness of Reduced Class Sizes

A 2016 report by William J. Mathis published by the National Education Policy Center (NEPC) listed as its first recommendation: “Class size is an important determinant of student outcomes, and one that can be directly determined by policy. All else being equal, lower class sizes will improve student outcomes.”

A 2014 NEPC study by Diane Whitmore Schanzenbach entitled “Does Class Size Matter?” said that “increasing class sizes will harm student outcomes”. The study also said that not only will test scores be hurt, but in the longer run more substantial social and educational costs in the future will be incurred.

In 2011, Alberta Education’s Commission on Class Size found in reviewing literature on the effectiveness smaller class sizes that:

•             Class size makes a big difference. This is one of the most discussed and researched topics in education,

•             Parents and teachers agree it makes a big difference in student academic outcomes,

•             The biggest gains are for those in early years grades, especially those for poor and minority children (i.e., EAL), and

•             By 2002, 32 of 50 US States had implemented a class- size reduction program or introduced legislation to limit class sizes.

A 2010 study, “Reducing Class Size: What Do We Know”, published by the Canadian Education Association found that “in smaller classes, students learn more academically and socially; they are more engaged and less disruptive.”

Beginning in 1996, California was a leader in implementing wholesale class size reduction for early years learners in their public schools. A group of research institutes headed by the American Institute for Research and the RAND corporation found that:

1.            Students in reduced class sizes received more individualized attention from teachers. Teachers were more likely and better able to know the work of students and help give feedback. Classes were more on task and better classroom management was facilitated, and

2.            Parents liked reduced class sizes as reported through surveys of satisfaction levels.

In 2000, A PISA/OECD study of 15-years-olds found that as class sizes rose above 25 students a decline in school performance in reading, math and science could be predicted.

Tennessee’s STAR class size reduction project is the most frequently cited research study on the effects of class size limits on students. This was a long-term longitudinal study of students that used a comparison group to isolate the effects of the initiative. It reported an undisputed benefit of class size reduction for student gain.

Finally, assertions that class size does not matter have been empirically refuted by the American Economic Policy Institute and The National Education Policy Centre.

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