-By Larry Sand (Originally posted at City Journal)
It’s time to expose the “smaller-is-better” myth
Summer is in full swing, and teachers’ unions are going on the offensive. Perhaps hoping to build on the public-relations bonanza that was California’s “State of Emergency,” union activists and their progressive allies plan to rally in Washington, D.C. and around the country later this month as part of the “Save Our Schools March and Call to Action.” The public will hear from writers like Jonathan Kozol and Diane Ravitch about the indignities schools have purportedly been forced to endure in the wake of the economic downturn. One of their key themes will be the “class-size crisis.”
Teachers like smaller classes, and understandably so. The advantages include fewer papers to grade, students to manage, and parents to deal with. The teachers’ unions like smaller classes, too. Smaller classes mean more teachers and more union dues. And parents like smaller classes because they believe that their children benefit from more individual attention. Everyone agrees that smaller classes are better, right?
In a word: no. Much of the rhetoric supporting small classes is demagogic and runs afoul of the research. Let’s begin with the oft-heard union claim that classes are getting larger. Not quite. A U.S. Department of Labor chart, courtesy of teacher-union watchdog Mike Antonucci, tells the tale. Since the mid-1950s, the number of public-education employees — including teachers — has risen steadily and inexorably nationwide. Brief hiring disruptions occur only during recessionary times, which result in a minor diminution in personnel. Immediately following the downturn, however, the hiring resumes with gusto. The result is that since the mid-1950s, the U.S. student population has increased by 60 percent, while the number of public education workers, including teachers, administrators, and other non-certificated staff, has exploded by 300 percent. (For every new member in California, the union pockets more than $600 a year in dues.) Antonucci has reported on this phenomenon for years. When the economy inevitably contracts, the bellyaching and the hand-wringing about laying educators off begin anew.
What’s more, according to the National Center for Education Statistics, teacher-pupil ratios across the nation have diminished steadily since 1955, when the ratio of public school teachers to students was 26.9 to one. By 1970, the ratio was 22.3 to one. And by 2007, the last year for which federal government statistics are available, the ratio came down to 15.5 to one. In California, going back to 1999, the student-teacher ratio across all elementary and secondary schools was 20.9 pupils. Today, it’s 21.3 — a paltry 1.9 percent increase.
Does class size matter to education outcomes? According to Jay Greene, chairman of the Department of Education Reform at the University of Arkansas, most of the evidence on which the “smaller-is-better” crowd relies comes from Tennessee’s STAR project, an experiment conducted in the 1980s, the methodology of which has been questioned by researchers. Other studies tell a different story. In a 1998 study, for example, Stanford’s Caroline Hoxby found that reductions in class size from a base of 15 to 30 students have no effect on student achievement. In 1998, Hoover Institution senior fellow and economist Eric Hanushek released the results of his impressive review of class-size studies. Examining 277 separate studies on the effect of teacher-pupil ratios and class-size averages on student achievement, he found that 15 percent of the studies found an improvement in achievement, while 72 percent found no effect at all — and 13 percent found that reducing class size had a negative effect on achievement. While Hanushek admits that in some cases, children might benefit from a small-class environment, there is no way “to describe a priori situations where reduced class size will be beneficial.”
For many, the possibility that reducing class sizes may have negative effects on student achievement might at first seem counterintuitive. But what happened to student test scores as classes got smaller between 1970 and 2007? Nothing, according to data from the National Assessment of Educational Progress, widely regarded as the nation’s report card. The fact is, scores have stagnated for almost 40 years. Moreover, classes are larger in Korea and Japan — two countries that regularly clobber us in educational comparisons.
Smaller classes also bring unintended consequences. Washington Post education reporter Jay Mathews noted in a 2006 story how California had a decade earlier authorized a $650-per-pupil bonus to schools with kindergarten-to-third-grade classes of no more than 20 students. “This produced many more classes that required more teachers, many of whom, parents complained, were inexperienced and ineffective,” Mathews wrote. Is it possible that larger classes and fewer teachers might even be preferable? Yes, if the teachers let go are the weaker performers. As Hanushek argues: “If you eliminate the bottom five percent of teachers in terms of effectiveness, or if you replaced five to eight percent of the worst teachers with an average teacher, U.S. achievement would rise to somewhere between Canada and Finland.”
If we accept Hanushek’s numbers and dismiss the lowest-performing 5 percent of teachers without hiring replacements, a class of 20 would then increase by just one student. Ask any parent if he’d rather have his child in a class of 21 kids with a high-performing educator or in a class of 20 with a mediocre one. With only a finite amount of money available for education, fewer working teachers would free up funds for increased salaries, books, computers, or whatever the individual school district chooses. And, as a bonus, retaining fewer teachers would also mean fewer central-office bureaucrats and a smaller pension-fund burden on cash-strapped states.
Considering the fiscal straits in which California finds itself, continuing to insist on smaller classes is foolhardy. In fact, bigger classes could benefit some children and the economy. But you won’t hear such heretical thoughts voiced at any “Call to Action” event. Instead, you’ll see all the usual suspects reciting the same old shibboleths. It’s well past time to lay the small-classes myth to rest.
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Larry Sand began his teaching career in New York in 1971. Since 1984, he has taught elementary school as well as English, math, history and ESL in the Los Angeles Unified School District, where he also served as a Title 1 Coordinator. Retired in 2009, he is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues – information teachers will often not get from their school districts or unions.
“CTEN” was formed in 2006 because a wide range of information from the more global concerns of education policy, education leadership, and education reform, to information having a more personal application, such as professional liability insurance, options of relationships to teachers’ unions, and the effect of unionism on teacher pay, comes to teachers from entities that have a specific agenda. Sand’s comments and op-eds have appeared in City Journal, Associated Press, Newsweek, Townhall Magazine, Los Angeles Times, San Diego Union Tribune, Los Angeles Daily News, San Jose Mercury News, Orange County Register and other publications. This past May, after his weekly blog proved to be very popular, he began writing a monthly article for City Journal, the Manhattan Institute’s policy publication. He has appeared on numerous broadcast news programs and talk radio shows in Southern California and nationally.
Sand has participated in panel discussions and events focusing on education reform efforts and the impact of teachers’ unions on public education. In March 2010, Sand participated in a debate hosted by the non-profit Intelligence Squared, an organization that regularly hosts Oxford-style debates, which was nationally broadcast on Bloomberg TV and NPR, as well as covered by Newsweek. Sand and his teammates – Terry Moe of the Hoover Institution and former U.S. Secretary of Education Rod Paige, opposed the proposition – Don’t Blame Teachers Unions For Our Failing Schools. The pro-union team included Randi Weingarten, president of the American Federation of Teachers. In August 2010, he was on a panel at the Where’s the Outrage? Conference in San Francisco, where he spoke about how charter school operators can best deal with teachers’ unions. This past January he was on panels in Los Angeles, San Diego and San Mateo in support of National School Choice week. Additionally, CTEN has hosted two informational events this year – one addressing the secret agenda that is prevalent in many schools these days and the other concerning itself with California’s new Parent Trigger law. The latter event was covered by both the English and Spanish language press.
Sand has also worked with other organizations to present accurate information about the relationship between teachers and their unions, most recently assisting in the production of a video for the Center for Union Facts in which a group of teachers speak truthfully about the teachers’ unions. At this time, he is conferring with and being an advisor to education policy experts who are crafting major education reform legislation.
CTEN maintains an active and strong new media presence, reaching out to teachers and those interested in education reform across the USA, and around the world, with its popular Facebook page, whose members include teachers, writers, think tankers, and political activists. Since 2006, CTEN has experienced dramatic growth.