Number of Oversized Classes in NYC Schools Drops, But Thousands Still Exceed Contractual Limits September 20, 2007
Sep 20, 2007 12:41 PM
Queens and Manhattan High Schools Hit Hardest
Due to a multi-year lobbying effort by elected officials, parent groups and the United Federation of Teachers that resulted in additional funding both to reduce class size and build more schools, the number of overcrowded classrooms in the New York City public schools dropped this year from 6,243 last year to 4,303 this year.
As has been the UFT’s annual practice, the union is reporting to the public the class size picture at the same time the union is filing grievances to get class size in line with contractual obligations.
“We are pleased that our persistent focus on reducing class size has begun to pay off, but there are still 4,303 overcrowded classrooms in the city today and that is far too many. In real terms, it means that at least 120,000 high school students are still in classes that exceed 34 students. Overcrowded classes deny both students and educators the opportunity to create the personalized attention that is necessary for children to succeed,” said UFT President Randi Weingarten.
So far this fall (as of the 10th school day, September 19), 4,303 New York City classrooms exceed the limits set by the Department of Education – UFT contract of 32 students in elementary school classes, 33 in middle schools and 34 in high schools, with Queens and Manhattan high schools hit hardest by overcrowding. The breakdown shows:
· Queens: 1630 oversized classes, 1199 of them in high schools.
· Manhattan: 1065 oversized classes, 936 of them in high schools.
· Brooklyn: 818 oversized classes, 624 of them in high schools.
· The Bronx: 486 oversized classes, 242 of them in high schools.
· Staten Island: 304 oversized classes, 196 of them in high schools.
Among the most crowded high schools in the city were Francis Lewis (Queens, 259 violations); Bayside (Queens, 232 violations); Richmond Hill (Queens, 166 violations); NYC Lab School (Manhattan, 150 violations); Cardozo (Queens, 132 violations); High School of Graphics Communication (Manhattan, 127 violations); Tottenville (Staten Island, 112 violations); Center for Science & Math (Manhattan, 111 violations).
Weingarten said that although the DOE has made progress, the UFT will continue to push for a comprehensive, five-year plan to substantially lower class size, as the new State law requires. (With the money from the CFE lawsuit, Governor Spitzer has mandated that New York City create a five-year plan to reduce class sizes.)
“The Department of Education’s own survey shows that reducing class size is the single most significant issue to parents,” she noted. “We must be zealous on this front because we know that smaller classes plus qualified teachers equal success. I look forward to the school year when all our students have the benefit of class size reduction.”
“Gold-standard” research puts the ideal K-3 class size at under 20, with a cap of about 25 in upper grades, especially in low-performing schools. Small classes are often the chief attraction in private, charter schools and suburban schools, yet NYC schools have class sizes that are from 10 to 60 percent higher than in suburban schools. In the 331 DOE Empowerment Schools last year, principals and their teaching staffs chose to spend 60 percent of their extra funding to reduce class size.
Weingarten also said she is troubled by the number of reports of early childhood grade classes (196) that were supposed to be reduced in size by State funding but have not been.
“For the first time in years, we are learning of violations concerning funds earmarked for early class size caps – funds that should be spent on grades K through 3 are being focused on the 3rd grade because it’s a testing grade. Ironically, principals are saying that when the rubber hits the road – the first year of standardized testing – lowering class size matters.”
The UFT and its coalition partners in New Yorkers for Smaller Classes have long advocated that average NYC class size not exceed the State average, which ranges from 19 to 22.
Weingarten suggested that a way to immediately reduce class size would be to ask the pool of several hundred educators who lost their regular teaching positions because of a drop in student enrollment at their schools (or because their schools closed) to be redeployed for this purpose. Those “excessed” educators are currently assigned to what is known as an absent teacher reserve wherein they fill in for regularly assigned teachers who are away from their schools because of medical or health reasons or other emergencies.
“These seasoned teachers offer a wealth of talent and experience that the city could put to good use by assigning them to schools with overcrowded classes where they can give students more individual attention,” she said.
“The most important thing in education is the connection made between a teacher and a student in the classroom,” Weingarten said. “For example, when teachers have 150 to 170 students a day, they are limited in terms of the attention they can devote to each student, and too many students in a classroom make it nearly impossible to address all their individual needs. We should add enough educators to keep class sizes manageable so that students as well as staff can benefit.”
