Class Size

The concept of how large and how small a class should be continues to be a lively debate. Research over the years at all grade levels (including college) arrives at a rather disappointing inconclusive conclusion. It appears that less than 12 has problems except for short periods of time and for very specific reasons -- more like a task force or a short seminar course. Large is interesting because it immediately comes with qualifiers. The smaller the range of skills, interests and abilities within the audience and the more attentive and cooperative (common purpose) the audience is the maximum size increases. The greater the range of difference in skills, interests and abilities and the less attentive and cooperative the audience is the size of the audience for effectiveness decreases.

Most of us "know" that. We have participated in large lecture hall college English composition classes or attended a conference in a large ballroom with thousands of other interested (or paid) people. Some students (and their parents) went to the U and during their freshman year found themselves in a variety of settings and the size of the class was not a particular issue. Others may have found that environment (for a lot of reasons) too impersonal and too big and too something and from the beginning chose a smaller college or transferred to one with smaller classes.

Some schools (and colleges) use the size of their classes as marketing points and highlight the "small" teacher to pupil ratio and allow the reader to draw the conclusion that this equates to increased attention and learning. Without a research foundation there is a perception that if one participates in a "small"class one learns more. However, research suggests that the attitudes, abilities and interests of the teacher and the learner makes the difference.

I would be remiss if I even began to justify 35 or 40 to one in a high school class. I do not believe that young pre-adult adolescent students can handle that amount of self-discipline or time management or responsibility every hour and every day. There are many that can and very successfully do. However there are also many who do not.

With that said I will tell you something that you already know -- Southwest has large academic classes. That is the majority are at or over 35 in a single class session. But I also will say something that you already know (I think) there is also a value-added factor that necessitates and takes advantage of the "larger" class sizes. Not meant to be inclusive but I will quickly mention dance, orchestra, choir, jazz groups, and art classes, I believe there is an atmosphere (climate) factor that results is a value-added experience that outweighs the 35 to 1.

One obvious factor is that the vast majority of the classes at Southwest are filled with students and teachers working hard with a common purpose and accepting the responsibilities of self-discipline and time management and responsibilities for learning. In those instances that students find themselves struggling with academics or a particular issue, there are classes at Southwest that are significantly smaller. Those class have specific purposes and direct instruction to meet the needs of the students. They are no less rigorous or less demanding than the larger classes; they are more directed to the individual student and the individual task at hand.

Small classes are more expensive to operate than larger classes. Someone will immediately pound his/her forehead and proclaim "I never knew that." Yes, that is very obvious. Education is a large, important business and there are factors of efficiency and effectiveness to consider. The more small classes a school offers the more expensive it is to operate. The more choices a school offers to its students, the more expensive it is to operate. One only has to look to state universities and small colleges and their differences in tuition to document that point.

If we want small classes (in our high school or college or whatever) what are we willing to give up? In some cases that is money. Yes, I will pay more to enroll in a small institution that has small classes. Yes, I will reduce my choices in order to have smaller classes in a limited number of areas. Regardless of money or time or selection, there is a choice. However, I continue to suggest that it is not the number of students in the class that makes a difference. It is the purposes, abilities and skills of the students and the teacher that makes the difference. If the teacher and the student accept the responsibility for learning and are self-disciplined and can make sound time management decisions, the learning in that classroom will increase. The learning is not a factor on the number of students.

Too long of a blog post to ask for your patience and understanding. If you have specific questions or comments, please email me and we can continue this dialogue.