Problems Faced By The American System

The evidence suggests that increasing class size will not only harm children’s test scores in the short-run, but also in their long-run human capital formation. Money is saved from increasing class size will be more substantial social and educational costs in the future. In addition to high costs, reducing class size have unintended consequences. When California lowered class sizes in 1996, they realized that they did not have enough teachers to meet the challenge. Schools were forced to hire new teachers and add portable classmates to accommodate the state

In Tennessee’s Student-Teacher Achievement Ratio (STAR) project of 1997, small class size meant having thirteen to seventeen students in a class (National Education Association). At a national level, the “U.S. Department of Education's new Class Size Reduction Program [wanted] to reduce class size in grades one through three to a national average of 18 students.” (Hopkins, 1999). William Harms defines a regular-sized class as a class of twenty-two to twenty-six students(2001). Based on these definitions, a large class can be assumed to be a class with more than twenty-six students.

Class size as one of the most affection of input policy, although reducing class size cost a lot, it brings a high achievement of students. School should reduce the class size as measured by the student-teacher ratio. Oxford Review of Economic Policy, Joshua Angrist (2004) provides a clear summary of the current connection between research evidence and policy implementation related to class size reduction initiatives – “under relatively ideal circumstances (in particular, given long enough lead time and funding adequate to reduce class size without compromising other educational inputs), class size reductions can increase test scores. This is an important result and a performance standard that many and perhaps most programs, however well-intentioned, do not live up to.”

PROBLEM: According to Catherine Rampell’s article found in the New York Times in 2009, the average classroom size of American primary schools is 23.1 students while the average classroom size of American secondary schools is 24.3 students. However, there has been an upward trend in the average class size of American schools as seen in the National Center for Education Statistics’ School and Staff Survey from the 2011 to 2012 school year. This statistic shows that the average classroom size of an American school is nearing thirty students. This statistic is and will continue to increase if a law is not enacted soon.

p.1). Getting the early interaction between teacher and student can provide the kids with skills they will need in the future. GreatSchools Staff also said, “In the early grades, students are just beginning to learn about the rules of the classroom, and they are figuring out if they can cope with the expectations of education. If they have more opportunity to interact with their teacher, they are more apt to feel like they can cope.”Why does reducing class size in the early grades have a positive effect? p.2). Learning the classroom and dealing with the new atmosphere is very hard especially at a young age; therefore, getting the one-on-one interaction can help them get through that drastic change. As Grace Chen, an avid education researcher, writer,

This research brief reviews the details and findings of research done on the California class-size reduction law in 1996. It reviews the effects of the reduction in class-size on teacher quality and student Achievement. The brief was written and published by the Public Policy Institute of California, which is a nonprofit organization who is dedicated to independent, objective and nonpartisan research. This paper will be used to show that even with adverse circumstances class-size reduction is successful in raising student achievement. It will also help support the idea that class-size reduction is the first step in improving overall student achievement not the end all solution.

The state randomly assigned students to smaller classes with 13-17 students, regular classes with 22-26 students and regular classes with an aide. The research not only showed that all smaller classroom size improved student’s academic achievement but in particular minority students improved at a higher rate than non-minority students. The Center for Public Education (n.d.) agrees by recommending that class size of no more than 18 students be implemented in kindergarten through third grade to increase student achievement.

Do you have children? If so, are you aware of how many students are in your child’s class? Class sizes is an important topic in today’s society, its one that is highly debated issues because of the effects it has on so many children. It has been studied for years throughout the education system. One study showed that in the US, children in smaller classes of less than 20 do better academically, that those in a large class size. (Blatchford, P., Bassett, P., Goldstein, H., & Martin, C. 2003) When discussing the term “Class Size”, it is important to understand exactly what it defines. Class size refers to the number of students in a classroom or course, in ratio to the teacher or educator. (Rentzou & Sakellariou, 2010) Imagine the chaotic environment your child is attempting to learn in when their classroom is filled with 20 students or more. With so many distractions in class, it is harder for your child to absorb essential information that is being taught to them.

There are students who prefer larger class sizes as a way to avoid some of the difficult learning aspects that would be provided in a one-on-one learning enviroment.

Parents and politicians alike have fixated on class size ever since the beginnings of modern education. Conventional wisdom holds that smaller classes lead to better educational outcomes – after all, fewer students imply greater one-on-one instructional time, and disciplining overcrowded classrooms is arguably more difficult. Still, hiring more teachers is far from cheap, so policymakers have a vested interest in determining the effectiveness of smaller classes.

The American system has undergone several commendable reforms in the past. However, some factors still remain wanting and in need of more aggressive action to address. The unequal distribution of funds for schools has been a practice thought to be one that suits all schools. To the contrary, this method of fund distribution has raised other pertinent issues that suggest it should be revised. There is also concern over the large student-teacher ratio at these learning institutions, which lead to very large class sizes. Education policies governing states concerning the maximum class size are common in the American K – 12 education system. The introduction of

The American system has undergone several commendable reforms in the past. However, some factors still remain wanting and in need of more aggressive action to address. The unequal distribution of funds for schools has been a practice thought to be one that suits all schools. To the contrary, this method of fund distribution has raised other pertinent issues that suggest it should be revised. There is also concern over the large student-teacher ratio at these learning institutions, which lead to very large class sizes. Education policies governing states concerning the maximum class size are common in the American K – 12 education system. The introduction of standardized release of funds to schools and the lowering of the teacher student ratios in schools, and therefore consequently reducing the class sizes across states, would greatly improve the education system in America.

In order to have a positive and meaningful impact on student learning, the learning has to inspire hope, ignite their imagination, and growth for future learning. The amount of students in a classroom and how they influence the quality of learning is highly discussed worldwide. The effects of class size are highly studied, investigated and examined by many. One favored approach through researching the effects of class size and student learning is reducing the class size. Reducing class size to increase student achievement is an method that has been studied and analyzed for several decades. Each and every student in school learns differently, at different paces. The research and studies has concluded that class size does indeed, effect how a child learns and the merit of their education. The quality of the teachers and student-teacher engagement is recognized as an important variable in the academic success of students. Teachers are responsible for the students, that responsibility and size effects the learning as well. Class size shapes the learning curb at all levels. Experts have generally proved positive results when lowering class sizes, at least in the earliest grades. Those results are linked to positive educational benefits, such as better test scores, fewer dropouts and higher graduation rates and long-term student success. When it comes to private and public schools, each have separate strengths, class size and student learning are among those strengths parents

Within the United States of American, over 20 states have adapted to the use of reducing class sizes. States such as California have used educational policy as a

In discussions of class sizes, one controversial issue has been the number of students in one class matter to how the students learn. On one hand, some students argue that they learn better in large classes. On the other hand, the majority student body can’t focus in large classes; they prefer small classes. Other even maintain number of students in classes for the size really matters. My own view is large classes are too noise and distracting, therefore, there needs to be smaller classes.When it comes to the topic of how are the statistics on passing students in larger classes compared to the statistics in small classes, most of us will readily agree that students should be passing no matter how big or small the classes are. Where this agreement usually ends, however, is on the question of what are the statistics between the two. Where as some are convinced that students should be able to understand and get the knowledge to pass the class, others maintain that students struggle with the concept of learning, which makes it difficult to get assignment done. In conclusion, then, as I suggested earlier, defenders of class sizes can’t have it both ways. Their assertion that class sizes shouldn’t matter is contradicted by their claim that students will learn better and easier with more peers around them and not a lot of one- on- one with the teacher.