Counting Class Size

Quietly, UFT reports that classroom overcrowding is getting worse

PHOTO: Geoff Decker
To deal with school overcrowding, the city has installed classroom trailers outside buildings that are over capacity. A teacher survey shows more classes are overcrowded than last year, but the United Federation of Teachers has played down the results so far.

More than 6,300 overcrowded classrooms were enough to prompt a press conference by the teachers union last September decrying the city’s inattention to class sizes. This year, 6,447 overcrowded classrooms weren’t.

In a shift indicative of the new working relationship between city government and the United Federation of Teachers, the number of overcrowded classes was noted only in an article in the union’s internal newspaper, New York Teacher. And rather than report overcrowded classes at their peak, the story says 3,500 classes exceeded limits — a number from after the city had already begun to reduce overcrowding.

The numbers come from class counts done by teachers during a two-week period at the start of every school year. When the class sizes exceed the limit agreed to in the union’s contract, the union can file grievances to get classes reduced in size. In high school grades, for instance, the contract says class sizes can’t exceed 34 students. (The UFT provided this year’s peak figure in response to requests from Chalkbeat.)

For years, class sizes stayed flat or decreased during the Bloomberg years. But they began to increase in 2009, especially in elementary grades, following budget cuts caused by the economic recession. That trend has continued over the last five years, with early grades reaching a 14-year high in 2013, according to the UFT.

The average first-grade class, for instance, had 24 students last year, up from 22 in 2010, according to a city report released earlier this month. Citywide, average class sizes are still below the contract’s limits.

Class sizes are intensely debated in New York City, where school overcrowding is a top concern among both parents and teachers. Former Mayor Michael Bloomberg was dismissive of growing class sizes, often saying that he’d prefer to have great teachers serving more students than smaller classes with inferior teachers.

As a candidate for mayor, Bill de Blasio said he would establish class size reduction goals that would be achieved by the end of his first term. In a speech to principals in January, Chancellor Carmen Fariña said reducing class sizes were a priority, but more of a long-term goal.

Since taking office, de Blasio has targeted new school construction toward perennially overcrowded areas. And education department officials also said that a space-sharing working group, whose recommendations are expected to be released this fall, will also be working on reducing class sizes.

But advocates say that, so far, the new administration’s efforts have not amounted to a serious plan. On Sept. 22, a group of 73 university professors signed a letter urging de Blasio to implement a plan to reduce class sizes, arguing the reductions would especially help at-risk students and that large classes in older grades could undermine the benefits of his efforts to expand pre-kindergarten.

“There’s no evidence that I see that either the city or the UFT has this on their agenda as an issue that needs to be addressed,” Class Size Matters Executive Director Leonie Haimson said.

Before de Blasio was elected, the UFT went to great lengths to slam the city when it released class size reports at September press conferences and rallies in recent years. To maximize the impact of their analysis, the union calculated the total number of overcrowded classes by adding up the most-crowded days, even if numbers decreased throughout during the survey period.

In addition to the union’s reports, the city issues its own class size tallies each November, after schools set their official registers for the year, often confirming trends noted by the union.

Haimson said the contractual violations, while important to address, were only “the tip of the iceberg.” She said the city should use funds to lower class sizes so that they are more in line with goals set forth in the 2007 Campaign for Fiscal Equity lawsuit settlement, which required the state to earmark money specifically for six different purposes, including reducing class size.

Privately, the union is still taking action. Earlier this month, the United Federation of Teachers filed demands for arbitration for oversized classes at 537 schools where the overcrowding is concentrated. Three Queens high schools—Hillcrest, Forest Hills, and Benjamin Cardozo—alone housed 605 of the oversized classes, according to New York Teacher.

UFT Michael Mulgrew told the union publication that he was optimistic that the new administration was open to lowering class sizes quickly.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.