At our last regular Board meeting, I discussed how we monitor class sizes, especially at the lower elementary level, and how different parameters impact class sizes. Our class sizes in lower elementary currently range from 16* to 27 students per class. We prefer to keep these classes at 25 students or fewer. Unfortunately, there are quite a few things that impact these sizes.
Many of you have heard me mention that “students don’t come in nice, neat little packages.” We’re not making widgets here. We can’t set a certain class size and just turn students away from the district when all of the seats are full. Significant differences in class sizes can appear when there are multiple schools at a given grade level, and those schools have few teachers teaching at that grade level.
Imagine a school with 47 students projected for next year’s kindergarten class. The principal staffs that grade with two teachers, resulting in projected class sizes of 23 and 24. However, the week before school starts, three more kindergarten students register for that school, bringing the class sizes to 25 each. The following week, two more students register, bringing the class sizes to 26 students in each. With the addition of just two students, the school now exceeds 25 students in each class in that grade.
Now take a school like F.AVE, for example, where you might have 15 teachers all teaching the same grade level, with that grade level not being taught anywhere else. If those teachers were serving 375 students (i.e., 25 students per class), the school could “absorb” another 15 students before every class in that grade exceeds 25 students.
The neighborhood schools we cherish are amazing! But they are also inefficient. Like many things in life, we have to take the good with the bad, and one of the undesirable outcomes of having a handful of small lower elementary schools is that there can be considerable variability in class sizes from grade to grade within a building and from building to building within a grade. As we monitor class sizes, when we see “hot spots” (like we saw at Clairemont and Glennwood this year) we take a look at the specific circumstances surrounding that potential need and make a judgement call as to whether or not we assign additional resources (like a teacher or a para) to help lower the ratio of students to adults in that area. In the case of Clairemont and Glennwood this year, those circumstances led us to add a teacher at each school.
In case you are interested, here are our lower elementary class sizes as of the writing of this post (prior to adding the two teachers mentioned previously). Hopefully, the above information helps lend context to why one would see considerable variability in class sizes for these grades.