A r c h i v e d  I n f o r m a t i o n

Class-Size Reduction

The Class-Size Reduction Program is a new initiative to hire additional, highly qualified teachers so that students can attend smaller classes in the crucial early grades and get a solid foundation for learning. A growing body of research demonstrates that students attending small classes in the early grades make more rapid educational progress than students in larger classes, and that these achievement gains persist well after students move on to larger classes in later grades.

The Class-Size Reduction Program was appropriated $1.2 billion for FY1999 and has $1.3 billion available in FY2000, an increase of $100 million.

The Main Goals of Class-Size Reduction:

• Promote smaller classes to help students learn to read well and to increase their ability to succeed in advanced subjects in the later grades. Teachers in small classes provide students with more individual attention, spend more time on instruction, and cover more material effectively. The Department?s reauthorization proposal for next year would continue to support the creation of smaller classes in the years when reading development is most important, and help ensure that all children have the opportunity to develop strong literacy skills.
• Help improve teacher quality by allowing school districts to reserve and use a percentage of their funds for professional development activities.

Based on Projections, for FY 1999:

• More than 29,000 teachers were hired with federal Class-Size Reduction funds.
• Approximately 1.7 million children benefited directly in school year 1999-2000.
• 42 percent of the teachers hired with these funds are teaching in first grade and average class size in their schools was reduced from approximately 23 students to approximately 17.
• 23 percent of the teachers are teaching in second grade and average class size was reduced in their schools from 23 students to less than 18.
• 24 percent of the teachers are teaching in third grade and average class size was reduced in their schools from more than 23 students to just over 18.
• 10 percent of the teachers reported are teaching in other grades (K and 4-12).
• Special education teachers represented approximately one percent of the total reported.
• In order to strengthen teacher quality, school districts are using approximately 8 percent of their Class-Size Reduction funds to support professional development for teachers.

For more information, contact Bob Stonehill at (202) 260-8228, e-mail class_size@ed.gov, or visit the Web site, http://www.ed.gov/offices/OESE/ClassSize/.

Examples

Columbus, Ohio

Columbus has hired 58 new, fully certified teachers with its Class-Size Reduction funds. The district placed these teachers in 13 high-poverty, low-performing schools, which reduced class size in grades 1-3 from 25 to 15. Along with the implementation of proven models of reading instruction, as well as a number of other school reforms, reducing class size is a central part of Columbus' efforts to turn around low-performing schools. This strategy supports the school district's primary goal of ensuring that all students can read at or above grade level by third grade. It also supports the state and school district's emphasis on school accountability by providing needed resources to help turn around low-performing schools.

Tacoma, Washington

Tacoma has targeted its $1 million in federal Class-Size Reduction funds to support its "Great Start" program, aimed at improving reading instruction and achievement in the early grades. Combining federal funds with state and local funds, Tacoma has reduced first-grade class size to 15 or 16 students in one-third of its elementary schools. As a result, 850 students in 57 first-grade classrooms are being taught in smaller classes. Tacoma teachers receive training on how to teach reading, and they continue to improve their effectiveness by meeting regularly to collaborate on which teaching practices work best for their students.

Montgomery County, Maryland

Montgomery County is combining federal Class-Size Reduction funds with state and local funds to support its Early Reading Initiative in every first- and second-grade class in the county. This initiative cuts class size to 15 students for a 90-minute period each day devoted to intensive reading and writing instruction. During this time, teachers use a variety of techniques and activities that create a comprehensive literacy program to help students become proficient in all aspects of reading and writing. Teachers receive two weeks of intensive instruction during the summer and participate in on-going professional development throughout the school year.

Portland, Maine

Portland hired 7.5 teachers to reduce class size with its FY1999 Class-Size Reduction allocation. In one school, class sizes were decreased from 30 in second and third grade to 18 via a combination class. Another school also used a combination first- and second-grade class where the resulting class sizes declined from 24 to around 18. In another school, class size dropped from 28 in first and second grades to 16 in first and 20 in second. In addition, a special education combination class went from 21/22 to 19, and another special education class was reduced from 24 to 18. Another half-time special education class went from 24 to 18. Portland is experiencing a decrease in enrollment in its elementary schools, especially in kindergarten. This has freed up classroom space, simplifying the implementation of the federal Class-Size Reduction Program.

Portland reports that smaller classes are supporting each teacher?s ability to develop individual learning plans for each student, which is the main focus of the district?s reform efforts. Smaller classes provide teachers with more opportunities to share assessment results with their students and help the students to set their own goals. Individual learning plans are much easier to create and maintain with fewer children in each room. The increased opportunity for individualized instruction is seen as the greatest benefit of small classes, and is an invaluable advantage that cannot be achieved through any other known reform. The district notes that teachers are also sharing and building upon best small class practices through increased collaboration.

Publications

For links to research on Class-Size Reduction, please visit the Class Size Archived Information page.

• Reducing Class-Size -- What Do We Know?

Summarizes the existing class-size reduction research base and various state initiatives. Also explores important class-size reduction issues such as why smaller classes make a difference and whether or not teacher behavior can/does change in a smaller class.
• Class-Size and Students at Risk -- What Is Known? What Is Next?

Review of research on the effects of class size on academic performance and student behavior. The author concludes by identifying five issues in need of further research and exploration.
• Local Success Stories -- Reducing Class Size

Provides a quick overview of the federal and state class-size reduction initiatives and highlights what class-size reduction looks like in several local school districts, including implementation challenges and opportunities.

[U.S. Department of Education FY2000 Initiatives and Funding Opportunities Update]

[21st Century Community Learning Centers]