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EFFECT ON SPECIAL POPULATIONS
Below is a summary of major findings, covered in more detail in the following section.
Districts and schools report several advantages for LEP students, but also report that many are taught by uncredentialed teachers.
Nearly all principals and teachers, and three-fourths of 64 bilingual coordinators, report benefits for LEP students. Among the benefits cited are more one-to-one teacher-student interactions and improved classroom climate. However, many LEP students are being taught by teachers without credentials. According to data collected from principals, approximately 40 percent of newly-hired teachers in our sample are working without any state credential and more than half are not certified to teach LEP students¾that is they do not have a CLAD or B-CLAD credential. In three of the five urban districts we interviewed, schools serving greater percentages of LEP students are hiring smaller percentages of teachers certified to work with these students, compared to schools serving smaller percentages of LEP children.
Districts and schools remain optimistic that CSR will benefit special education students, but raise concerns about staff transfers and shortages of space.
Nearly all school resource specialists sampled reported that CSR makes it "easier" to mainstream special education students into general classrooms. Most district administrators also responded that smaller classes are more conducive to providing an inclusive education program. In urban districts, however, some central office administrators and principals reported that special education teachers have opted to transfer to general education, and they cannot find qualified replacements. Space shortages also have posed challenges. A few specialists and principals reported that classrooms reserved for special education prior to CSR are now used for general education.
STAFF DEVELOPMENT
Districts and schools report that CSR training requirements are complementary, but shortages of substitutes keep some teachers from attending.
According to 70 percent of teachers interviewed, their district and school in-service programs address smaller class size. A few district administrators maintain that CSR requirements dovetail with training programs implemented before CSR, enhancing and making current programs more comprehensive. Still, district documents related to professional development rarely included references to smaller class size. In some schools, due to depleted substitute pools, principals reported difficulty in finding staff to fill-in while teachers were away for in-service, preventing some teachers from attending training sessions.
CLASSROOM PRACTICES
Teachers report improvements in instructional pace, curriculum coverage and classroom climate.
Approximately 60 percent of teachers in the study’s sample report that instruction is occurring at a faster pace and that there is more in-depth coverage of curriculum. Eighty-four percent report fewer student disruptions and say students are more motivated than in previous years. Two-thirds report that they have been able to improve assessment techniques and provide more small group instruction. However, nearly 65 percent of teachers report spending additional time in whole-class instruction as well. Approximately one-third of teachers report no changes in their instructional approach. And when teachers who did report changing activities were asked to explain, many said they actually have not changed practices, but rather, are able to do more of what they were already doing and, according to them, doing it better.
PARENTAL INVOLVEMENT
Districts and schools claim that parents are enthusiastic about class size reduction, but there has been no change in parental involvement.
Eighty-four percent of teachers in the study’s sample report that parents are not spending more time helping in the classroom, and nearly 75 percent say that parents do not more regularly attend meetings. When parents have discussed CSR, according to teachers, their response has been "enthusiastic" and "supportive."
IMPLEMENTATION CHALLENGES
Districts and schools report problems related to facilities and space.
Due to shortages of portable classrooms and other facility constraints, some teachers are teaching in libraries, auditoriums, and other modified classrooms. One-fourth of principals report doubling-up classes, where two teachers and forty students share one classroom. |
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