Running Head: PERSUASIVE ESSAY

Big Academic Success in a Small Class

Andrea Gonzalez
University of St. Thomas
EDUC/COUN 6326
Dr. L. S. Spencer
June 24, 2015

PERSUASIVE ESSAY
When children are enrolled in small class sizes beginning in Kindergarten to second
grade they perform better academically than their peers who were not (Mosteller, 1995). Along
with higher achievement scores, these students have higher graduation rates, lower behavioral
infractions, and greater parental involvement (Konstantopoulos, 2008; Mosteller, 1995).
Statically speaking, as a whole, these students out earn their peers, developed strong verbal and
social skills, and have a lower special education identification rate (Ehrenberg et al. 2001;
Schwartz et al. 2012). Billions of dollars have been spent to research the impact of small class
sizes on students and the results are profound. Districts across America use data to drive their
instruction, should they not use data to drive their staffing methods? I propose the reduction of
class sizes across the United States from 22 or more to 13-17 students in each room from
kindergarten to grade 2. This process will be completed over a span of 10 years beginning with
targeted schools and districts with populations consisting of low-socioeconomic and minority
students.
Urgent and Relevant
The Tennessee Study of Class Size (STAR) study began in 1985and was composed of
three main parts. This project had a randomized sample size of about 11,000 students. Data from
the STAR study reveals that low-socioeconomic and minority students benefit more from
reduced class sizes because they receive the one-to-one attention in school that is not provided at
home (Konstantopoulos, 2008). According to the National Center for Education Statistics, 48.1
percent of all students in the United States are eligible for free and reduced lunch. In Mississippi,
70.6 per cent of students qualify, in New Mexico 67.6 per cent, and in Oklahoma 60.5 per cent
qualify. These statistics should ignite a fire and create a sense of urgency for reform. These are

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key states that should be focused on at the beginning of the 10 year reform (Digest of Education
Statistics, 2012).
Cost Benefit
In November 2014, voters in Washington almost overturned a campaign to reduce class
sizes across the state. It was named Initiative 1351, was developed in 2014, and was designed to
hire about 15,000 teachers over the course of four years. Tax payers were concerned with the
fiscal strain the education system is creating to support the $4.7 billion initiative. However,
students educated in smaller classrooms statically out earn their peers who were not (Ehrenberg
et al. 2001). This creates a surplus of income that is then put back into the nations economy to
help boost our countrys gross domestic product (GDP). The vote was almost split with 50.96 per
cent approved and 49.4 rejected. Washington ranks 47 out of 50 states in relation to large class
size and 40.1 per cent of students qualify for free or reduced lunch (Washington Class Size
Reduction Measure, 2014; Digest of Education Statistics, 2012). According the statistics and data
suggesting small class size benefits low income students, Washington is a quintessential starting
candidate for the reduction of class size (Mosteller, 1995).
Teacher Experience
Another concern is whether or not the teachers being hired would be highly qualified
(Washington Class Size Reduction Measure, 2014). At one point in time, all experienced teachers
were new to the profession. In this ten year push all teachers would still be required to obtain the
appropriate teaching credentials, like a bachelors degree and teaching certificate. However,
school districts would continue to be required to offer professional development, teacher
mentors, curriculum specialist, and interventionist to facilitate best practices that help teachers

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grow. Districts can also use small class sizes to help recruit well qualified teachers and make the
application process more competitive. Additionally, this process would be conducted over ten
years and would not hire all the teachers at once.
Closing the Student Achievement Gap and Reducing Special Education Referrals
People opposing the reduction of class sizes have a tendency to harp on closing the
achievement gap. While this topic is sensitive, high preforming students should not be forgotten
about. They need to be challenged along with struggling students whose needs can better be met.
An analysis done by Konstantopoulos (2008) on evidence from the STAR project revealed that
smaller class sizes do not close the achievement gap. However, his research indicates that both
low performing and high performing students benefit almost equally. While the gap might not be
closing, smaller classes are pushing high academic achievers further and bringing low achievers
to, or even above, grade level. This helps reduce the identification rate of minority students into
special education because smaller class sizes help teachers give students more individualized
instruction to help compensate for the lack of academic involvement at home (Schwartz et al.
2012).
Teacher Workload and Parental Involvement
During the elementary school years, children develop their social and verbal skills by
engaging in conversation with their peers and teacher. When students are placed in a large class,
the teacher is not able to provide the individual time required for that crucial development
(Ehrenberg et al. 2001) Managing 20 to 35 students, or more, at the elementary level can be
exhausting. Studies show that rising class sizes couple with rising stress levels for teachers. A
little more than half of the participants surveyed by Kinman and Jones (2003) voiced their

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concerns about the lack of time they had to give to each student. Many of these teachers had
developed bonds with their previous students, and now they are lucky to be acquainted with
more than about 20 percent of them (McDonald, 2013). According to Jean Piagets Maturational
Stages of Development, students need these relationships to progress from the preoperational
stage to the concrete operational stage. Language acquisition begins at age 2 and the most crucial
years of the childs development last until age 7, or grade 2 (Learner & Johns, 2015).
Conclusion
If we are going to use data to drive instruction, create curriculum, and rate our teachers,
then why not use it to staff our schools? There are no quick fixes to long term solutions.
Education reform is not going to take place over night, it will take several years and a nation that
wants its students to succeed. The research is clear and substantial to show that small class sizes
increase the academic performance of low-socioeconomic and minority students. Reducing class
size from 22 or more students to 13-17 students over an extended period of time will raise
graduation rates, encourage greater parental involvement, produce students with better developed
verbal and social skills, decrease office behavior referrals, and help lower the rate of special
education identification (Konstantopoulos, 2008; Mosteller, 1995; Ehrenberg et al. 2001;
Schwartz et al. 2012).

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Reflection
Sometimes I feel overwhelmed with the constant nagging of issues in education I have no
control over. Aside from curriculum irregularities, the rising number of children assigned to each
classroom teacher is frustrating. At the beginning of this course I was nervous about researching
a topic that would be chosen for me or one that would be assigned from a list of some sort.
However, I was pleasantly surprised when we were allowed to choose our own topics. I was even
more surprised, and excited, when we were informed that we would research our topic for the
entire semester. I choose my Persuasive Writing Sample because I feel it shows the progression
of my academic writing skills, understanding of scholarly articles, and passion for reducing class
sizes. A topic that once seemed so distant, unattainable, and irrelevant is a matter that I feel I can
help change. I have a yearning to learn more about it so next year when my principal addresses
the SDMC, which I am a member of, with the decision to hire another teacher or two
paraprofessionals, I can state my opinion clearly. I will have facts, data, statistics, and research to
back me up. I feel a fire being ignited in my belly that can only be extinguished by making my
thoughts heard, my colleagues change their minds, and making a difference for our students.

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References
Digest of Education Statistics. (2012). Retrieved June 23, 2015, from
https://nces.ed.gov/programs/digest/d12/tables/dt12_046.asp
Ehrenberg, R., Brewer, D., Gamoran, A., & Willms, J. (2001). Class Size and Student
Achievement. Psychological Science in the Public Interest,2(1), 1-30.
Konstantopoulos, S. (2008). Do Small Classes Reduce the Achievement Gap between Low and
High Achievers? Evidence from Project STAR.ELEM SCHOOL J The Elementary
School Journal, 108(4), 275-291.
Lerner, J., & Johns, B. (2015). Theories of Learning. In Learning disabilities and related
disabilities: Strategies for success (Thirteenth ed., pp. 132-133). Cengage Learning.
Mcdonald, G. (2013). Does size matter? The impact of studentstaff ratios. Journal of Higher
Education Policy and Management, 35(6), 652-667.
Mosteller, F. (1995). The Tennessee Study of Class Size in the Early School
Grades. Critical Issues for Children and Youths, 5(2), 113-127. Retrieved June 8, 2015,
from http://futureofchildren.org/futureofchildren/publications/docs/05_02_08.pdf
Schwartz, R., Schmitt, M., & Lose, M. (2012). Effects of Teacher-Student Ratio in Response to
Intervention Approaches. The Elementary School Journal, 112(4), 547-567.
Washington Class Size Reduction Measure, Initiative 1351. (2014). Retrieved June 22,
2015, from http://ballotpedia.org/Washington_Class_Size_Reduction_Measure,_
Initiative_1351_(2014)