|
CONTACT: Superintendent Jerry
Colonna (jcolonna@redmond.k12.or.us)
Phone: (541) 923-5437
Web Site: http://www.redmond.k12.or.usBACKGROUND: Class size and its effect on student
learning, teacher satisfaction and educational climate has been a topic of debate in the
Redmond School district for several years. In 1997 the school board emphasized supporting
student achievement in reading proficiency and providing early intervention to improve
deficiencies in basic academic skills. Reducing class sizes in K-5 became a key strategy.
WHAT THEY DID: In spring 1996, the
school board appointed the District Class Size Committee to develop a proposal. This group
worked with the Redmond Education Association and the District Administrative Council to
recommend a class size reduction plan costing about $500,000. The program was put in place
without any extra outside funding. The chart below shows additional staff costs,
classroom student-to-staff ratios and the six-year phase-in plan.
Grade |
Districtwide
Average Ratios |
Estimated
Additional Staff Costs |
Implementation
Year |
K |
18:1 |
$ 99,000
(actual) |
1997-1998 |
1 |
20:1 |
123,750
(actual) |
1998-1999 |
2 |
22:1 |
24,750 |
1999-2000 |
3 |
24:1 |
148,500 |
2000-2001 |
4 |
26:1 |
123,750 |
2001-2002 |
5 |
28:1 |
<49,500> |
2002-2003 |
Estimated
Six-Year Total |
$470,250 |
|
At a recent school board meeting the extra
funding for the third year of the plan was approved.
RESULTS: Since the district does not use
standardized tests in K-1 grades, objective assessment data is not yet available to
determine the relationship between the reduction of class size and academic achievement.
Oregon Plus off-grade achievement tests will be given to the class of 1997-98 and each
succeeding class in grades 2, 4, 6 and 7. The Oregon Certificate of Initial Mastery
assessment will be given to grades 3, 5, 8 and 10 as this and future grade level cohorts
move through Redmond schools.
The lack of objective student achievement data is more
than made up for by the wealth of observations offered from teachers, parents,
administrators and current education research. The data is very positive and includes:
- Classroom management problems are identified and resolved
more quickly.
- There is more student time on task.
- Small classes are quieter.
- Students participate more actively in their own learning.
- Teachers use a greater variety of instructional
approaches.
- Instruction is more individualized.
- There is more classroom space for learning centers.
- Students have more time to speak during discussions and
question/answer sessions.
- Students develop better relationships with their
classmates and their teacher.
- There is more preventative and less remedial instruction.
- Teachers can better gauge their students’ strengths
and weaknesses and get to know them as individuals.
- Student interactions are more positive and cooperative.
|
