CONSERVATIVE THINK-TANK SAYS SMALL CLASSES DON'T
IMPROVE LEARNING
Portage La Prairie
Thu 25
Aug 2005
Page: 10
Section: News
Byline: BY THE CANADIAN PRESS

Source:

Provinces that are pursuing class-size reduction to boost
student achievement are wasting millions of dollars on an ineffective policy,
says C.D. Howe Institute.

In a report that immediately drew criticism from teaching groups across
Canada, the conservative economic think-tank contends parents have been duped by
educators who are seeking lighter work loads by claiming small classes result in
better grades.

''They want less marking to do, less distractions in the classroom, less
noise and less parents to deal with,'' said Yvan
Guillemette, the author of the report.

Guillemette said he examined dozens of studies focused on classroom size in
reaching his conclusion student-teacher ratio has almost no effect on grades,
except at the very earliest levels, such as Grade 1 and kindergarten.

''Spending millions on a blanket reduction in class size detracts from other
uses for the money, and one of those would be spending money on special-needs
students,'' said Guillemette.

Other strategies, such as improved teacher training, would do more to improve
grades, he said.

In 2004, the Alberta government announced a three-year hiring spree of 2,265
teachers, worth $149 million.

The extra staff has reduced class sizes in Calgary: kindergarten to Grade 3
has dropped from 23.7 students per class to 20.9; Grade 4 to 6 went from 25.5 to
23.5; Grade 7 to 9 went from 27.2 to 24; the Grade 10 to 12 bracket dropped from
29.2 to 25.4.

Guillemette called such efforts a waste of cash, saying the reason
politicians like to devote funds toward the teacher-student ratio is it's easily
understood by the electorate, and easily trumpeted as an achievement come
election time.

''They like the idea, because it's so easy to measure,'' he said.

Guillemette's report was quickly dismissed by Alberta Teachers Association,
with president Frank Bruseker saying the 20-page document only skims the surface
of a complex issue.

''It's simplistic and superficial,'' said Bruseker, who pointed to a recent
University of Alberta study that directly opposes the C.D. Howe institute claims.

Bruseker also dismissed the suggestion teachers are simply trying to get out
of work.

''That doesn't wash -- teachers don't get into this to become rich and
famous, they get into it to help kids,'' he said.

''Smaller classes mean they can have a bigger impact and more success, with
more one-on-one time with each student.''

Edition: Final
Length: 385 words