It’s time to call attention to a key issue plaguing Seattle Public Schools — class size. Despite public comments from district officials challenging the relevance of class size to academic achievement, every teacher I’ve spoken with has cited large class size as one of the biggest impediments to effective pedagogy.
In 2000, voters approved Initiative 728 by nearly 72 percent. This measure provided state funding to reduce class sizes. But, our state’s piecemeal approach to education funding has proved ineffective. Seven years later, class sizes in Seattle remain high.
The district’s response to underfunded schools has been larger classes and leaner services. Frustrated by inadequate state funding and district allocation of these limited funds, parents who “believe” in public schools are put in the difficult position of having to subsidize them.
Though we’re supposed to pay for enhancements, PTAs routinely “buy down” class size by supporting volunteer and paid-tutor programs so that the adult-student ratio in the classroom can be reduced and teachers are able to work with smaller groups, thus meeting the needs of students at both ends of the spectrum and in-between. At our school, “academic support” makes up roughly 50 percent of our PTA budget.