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November 27, 2012 Leonie Haimson, Class Size Matters www.classsizematters.org leonie@classsizematters.org
In 1995, Court of Appeals, New York's highest court, ruled that the NYS constitution requires that state offer all children the opportunity for a "sound basic education."
In 1999, the case went before State Supreme Court Justice Leland DeGrasse; in 2001 he ruled that school funding system was unconstitutional based on trial evidence. Gov. Pataki appealed decision and in 2002, the Appellate Division reversed it; re-defining sound basic education as providing 8th or 9th grade skills level & that existing funding is sufficient to achieve this. In 2003, the Court of Appeals overturned Appellate ruling, rejecting 8th grade standard, noting that a "high school education is now all but indispensable" to prepare students for employment and civic engagement.
CFE Part II
In 2004, Court appointed panel of three special referees to handle the state's non-compliance & develop plan to resolve the funding inadequacies. The referees presented their report and recommendations on November 30, 2004. On February 14, 2005, Justice DeGrasse affirmed panels recommendations, that NYC schools needed an additional $5.63 billion in operating aid and $9.2 billion for facilities if NYC students wd receive right to the opportunity for a sound basic education. On November 20, 2006, the Court of Appeals re-affirmed DeGrasse & that state constitution required that all NYS children have right to a "sound basic education" defined as "a meaningful high school education," & state had responsibility to increase funding for NYC public schools. The ruling deferred to the state's executive and legislative branches to determine the appropriate figure, establishing a minimum funding figure of $1.93 billion, adjusted for inflation.
What did Court say about class size in the CFE case?
CFE presented evidence about excessive class sizes in all grades in NYC schools and how this led to low achievement and high dropout rates. The Court of Appeals said that NYC class sizes were too large in all grades to provide students their constitutional right to an adequate education. Plaintiffs presented measurable proof, credited by the trial court, that NYC schools have excessive class sizes, and that class size affects learning. Plaintiffs' evidence of the advantages of smaller class sizes supports the inference sufficiently to show a meaningful correlation between the large classes in City schools and the outputsof poor academic achievement and high dropout rates.
*T+ens of thousands of students are placed in overcrowded classrooms, taught by unqualified teachers, and provided with inadequate facilities and equipment. The number of children in these straits is large enough to represent a systemic failure.
(Campaign for Fiscal Equity, Inc., et al. v. State of New York, et al., 100 N.Y.2d 893, 911-12 (2003) (CFE II).
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In 4th, 6th, and 8th grades, students who had attended small classes in the early grades were significantly ahead of their peers in all subjects
In high school, they had higher graduation rates, better grades, and higher scores on college entrance exams; 4 years of smaller classes more than doubled odds of graduation for poor students. Also, these students had higher college graduation rates and were more likely to major in STEM subjects. Gains especially large for poor and minority students. Alan Krueger, economist at Princeton, found that smaller classes in the early grades narrowed achievement gap by about 38% & economic benefits outweighed costs two to one.
Students appeared to be learning faster. Teachers able to give individualized attention and small group instruction more effectively. Smaller classes allow more frequent evaluation and follow-up. Heightened level of student participation and enthusiasm. Sharp decline in disciplinary referrals.
As part of its C4E plan, NYC required to develop and implement plan to reduce class sizes in all grades.
In fall of 2007, state approved NYC plan to gradually reduce class size to average of 20 in K-3, 23 in 4th-8th grades, and 25 in core HS classes by 20112012.
Yet despite citys promise, class sizes have risen sharply; by last year, the final year of CSR plan increased to four students above C4E goals in grades K-3
NYC class sizes K-3 actuals vs. C4E goals
25
24
23.9
22.9
22
C4E goals
20.3
20
20.1
19.9
Citywide actual
19
25
24.9
24 23.2 23 22.4 22 22.1 21.7 21 21.6 21.3 21.1 21.0 20.9 21.4 22.1 22.9
23.9
20
19
18
Also in grades 4-8, class sizes have increased far above C4E goals
NYC class sizes 4th-8th actuals vs. C4e goals
27 26.6 26.3 26 25.6 students per class 25 25.1 24.8 25.3 24.6 23.8 23.3 23 22.9 25.8 C4E target
24
Citywide actual
22
21
Also in HS: average class sizes have risen far above goals
HS core class sizes actuals vs. C4E goals
27.5 27 26.5 students per class 26 25.5 25 24.5 26 25.6 26.1 25.7 25.2 24.8 24.5 Actual C4E targets 26.2 26.6 27
24
23.5 23 2007-8 2008-9 2009-10 2010-11 2011-12
But even when state C4E spending increased; class sizes grew !
$700 645 $600 22.1 645 22.9 23.5 23 22.5 $500 21.4 $400 21 531 22 C4E spending (in millions)
21.5
21 20.5 K-3 average class size
20.9
20 19.5 19
C4E goals
Since 2007, general education classes in grades K-3 fell by more than 1000, as student pop grew by nearly 13,000
285000
13000
283000
12800
281000
12600
277878
12400
275000
12200
271000
11800
269000 268100
269097
11758
11600
267000
11400