Class Size

Introduction

For years, the Elementary Teachers’ Federation of Ontario (ETFO) has lobbied for small class sizes in the primary grades (junior kindergarten to grade 3 inclusive).

The research supports the federation’s position that, particularly in the primary grades, students in small classes perform significantly better than their peers on reading and mathematics tests. Students in small classes participate more in school and have fewer discipline problems. When in small classes, minority students and inner city students show an even greater improvement.

Government Committment

The government is committed to capping primary class size (junior kindergarten to grade 3) at 20:1 by 2007-09. Boards are not required to implement a cap in 2006-2007, but should plan to meet the goal of full implementation in 2007-2008.

For 2006-2007, all boards should have 100 percent of their primary classes with 23 or fewer students, and as many classes as possible at, or below, 20:1.

In 2007-2008, the provincial guidelines for primary class size will be that each board must organize its primary classes so that, as of :

• At least 90 percent of a board’s primary classes have 20 or fewer students;
• Up to 10 percent of a board’s primary classes may have up to 23 students.

Primary Class Size Reduction Grant

The government is supporting this initiative through a Primary Class Size Reduction Grant. In 2006-2007, the government is providing an additional $95 million to increase the total allocation for the Primary Class Size Reduction Grant to $278.3 million. The government says that the additional 2006-2007 funding will support 1,200 new teachers.

The Primary Class Size Reduction Grant is calculated by multiplying the 2006-2007 day school Average Daily Enrolment of pupils enrolled in the primary division by $531.00.

ETFO Position

The federation welcomes the small class sizes for primary students. However, ETFO’s policy remains:

• Junior Kindergarten - 15 Students
• Senior Kindergarten - 16 Students
• Grades 1, 2, 3 - 18 Students
• Grades 4, 5, 6 (Junior) - 20 Students
• Grades 7, 8 (Intermediate) - 22 Students

Studies have shown that the more time the student spends in small classes, the greater the improvement. To reap the long-term benefits, students must spend at least two years in a small class. Students who spent four years in a small class received the greatest benefit.

Smaller classes cost more. However, fewer students repeating grades make-up for that cost. More high school graduates with increased learning power adds more money to the economy and reduces the cost of social welfare benefits (Pate-Bain et. Al. 1999).

In addition to the improvements that show up on achievement tests, teachers report that “They get to know their students better, spend less time on discipline, and are able to provide students with more individualized instruction. Generally, smaller classes go hand-in-hand with greater enthusiasm and achievement among both students and teachers.” (Dupuis, 2000).

Individual attention includes more than one-on-one instruction. A focus on the needs of individual students occurs when teachers form small groups and during whole-class instruction. Smaller classes allow teachers to know and understand the needs of the individual students, allowing intervention earlier when problems arise. (Zahorik, 1999).

Molnar (1999) has summarized why small classes are so effective:

• Children receive more individualized instruction, one-on-one help, small group help, class participation.
• Children misbehave less because of the family atmosphere and quick intervention by teachers.
• Teachers spend more time on direct instruction and less on classroom management.
• Classes include more “hands-on” activities, although most instruction remains teacher – not student – centred.
• Students become more actively engaged in learning than peers in large classes.
• Teachers of small classes “burn out” less often.

Conclusion

Elementary teachers support reducing class size in the primary grades. However, the government must do more to support students throughout their elementary school years. Funding for elementary school students still lags behind that for secondary students. Secondary students are funded at $4,875 per student. Elementary students are funded at $3,744 per student – a difference of $1,131. Equalizing this Foundation Grant would make an important difference for children in their formative years.

References

ETFO Research Report: Class Size Makes A Difference (August 2000).

Dupuis, Joanna (2000), “Small Classes Succeed,” Rethinking Schools, Volume 14, No. 3. Spring.

Molnar, Alex (1999), “Smaller Classes and Educational Vouchers: A Research Update,” Keystone Research Centre.

Pate-Bain, Helen, B. DeWayne Fulton, and Jayne Boyd-Zaharias (1999), “Effects of Class Size Reduction in the Early Grades (K-3) on High School Performance,” Health and Education Research Operative Services (HEROS)  http://www.heros-inc.org/

Zahorik, John A. (1999), “Reducing class Size Leads to Individualized Instruction,” Educational Leadership, Volume 57, No. 1, September, 50-53.