I’ll admit it: I kind of like low attendance days at school. With fewer students in the classroom the day is calmer and more relaxed; I feel like I have more flexibility to focus in on struggling students. In that sense, I am definitely a fan of smaller classes.
Much has been written about the effect of reducing class size on student achievement, and results are generally mixed, though it seems to have a more positive effect on elementary school students. Yet the policy has a passionate and politically active following, led by the New York-based Class Size Matters.
I’m not going to engage in the debate on the effectiveness of smaller classes; that is for people far more knowledgeable than me. But in a practical sense, whether class size “matters” is the wrong question: we need to be talking about efficiency. Advocating for a policy because it would work without considering its relative cost and viable alternatives is an irresponsible and unrealistic exercise.
In theory, the goal of any education policy is to improve outcomes for kids. With countless policy options and a limited budget, we have no make difficult choices about what those policies should be. Most people would agree that having books at school provides a benefit that justifies the cost; on the other hand, buying each student an xBox so they can play educational games is not considered a worthwhile cost. (Hey, you’ve got to give the Bill & Melinda Gates Foundation some credit for not taking the pro-Microsoft path there.)
Of course, it is not always that simple. There are policies that could potentially have massive impacts but are not feasible because of their cost. For instance, I bet our students would be in dramatically better shape academically if each of them had five hours of one-on-one tutoring every evening. Would that “matter”? Of course. But it would be so expensive that it is almost silly to even discuss it as a possibility.
In other words, “mattering” is not enough. Especially in our cash-strapped cities, we need to be looking at efficiency of our policies–whether each dollar we spend is getting us the most in return. Dramatically decreasing class size, though it may help kids, isn’t good policy simply because it costs too much. And anyone who is serious about improving education in this country should switch their focus to feasible alternatives. I fully acknowledge that smaller classes would make my day-to-day easier. But that doesn’t make it good policy.