Today the North Carolina General Assembly voted to end class size limits giving more flexibility, as they say, to district leadership as they determine how resources are to be allocated for grades K-3rd. Boosting student achievement requires a number of variables with class size being just one. It has been said teacher quality, access to resources, community economics, preparedness early on before beginning K-3, all play a role. And this is where the problem begins in low wealth school districts and where a great concern for this legislation comes in.
With lifting class limits great diligence is needed to make sure unreasonable class sizes are not visited on teachers and in particular, new teachers. Whereas some will argue reducing class size is not the answer for increased performance; it is, however, to be considered in the mix. Effective education strategies vary depending on school district. Community characteristic is a sturdy weight, and one size does not fit all without the appropriate oversight and resources.
Below are links to two conversations. The first link talks about the work of the NC General Assembly and its announcement that Kindergarten – 3rd grade caps have been removed; and a Publication of the Rural School and Community Trust that takes a look at rural students and a high-quality education. You will note in their work, that there are a number of variables, as stated already, that come together creating the synergy for a “good” education. Class size is a variable and in low wealth communities, a significant variable.
Class-size caps for Kindergarten through 3rd grade go away in state Senate bill.
Providing Rural Students with a High Quality Education