"The Citizens Budget FY 2000"
Published by Montgomery County Public Schools
December 1998
Essentials for Building World Class Schools
(thousands of dollars)
Description Positions Amount
Reduce Class Size
Return schools to FY 1995 K-12 staffing ratios 28.5 $1,119
Lower reading classes to 15:1 in Grades 1&2 105.5 4,316
Lower all Algebra 1 classes in Grade 9 to 20:1 11.5 451
(there are 15 more lines and a total in this table)
In FY 1999, the Board of Education approved a $10.3 million plan to reduce class size over a multiyear period in a way that maximizes the impact of lower class size on stu dent achievement. The plan includes the following compo nents: reducing oversize classes across the system to the levels of the 1994-95 school year ($2.6 million); lowering the size of classes for reading in Grades 1 and 2 to 15:1 ($4.0 million); lowering class sizes in Grade 7 mathematics in all middle schools to prepare students for Algebra 1 ($1.4 million) and reducing the size of high school Algebra 1 classes to 20:1 and reducing high school oversize classes generally ($2.3 million).
As a result of these initiatives, the number of classes that exceed maximum class-size guidelines has fallen dramatically. In 1998-99, the percentage of classes above the maximum guidelines has fallen to the lowest level since 1994-95: 2.2 percent in elementary schools, 5.2 percent in middle schools, and 8.5 percent in high schools (see Figure 7).
In FY 1999 the Board continued the second year of its three-year class-size reduction initiative approved in the FY 1998 budget by adding 66.2 classroom teacher positions at a cost of $2.6 million. In order to complete the Board of Education's three-year initiative, another 28.5 classroom teacher positions will be added in FY 2000 at a cost of $ 1.1 million.
In addition, the Board of Education approved a special initiative to add 196.8 classroom teacher positions in FY 1999 at a cost of $7.7 million to target additional resources to provide a significant improvement in elementary school reading performance and secondary school mathematics achievement. In FY 2000, an additional 105.5 classroom teachers, at a cost of $4.4 million, will be needed for the full implementation of the elementary school reading initiative. This accelerated implementation will be possible because of additional federal funding in FY 2000 that was recently approved by Congress through the Title VI program to reduce class size in Grades 1-3. Preliminary estimates indicate that Montgomery County will receive approximately $1.7 million in additional federal funds, although some of this grant funding is reserved for private schools.
The Board of Education's goals are (1) to ensure that every child will be able to read independently and on grade level by Grade 3 and (2) to increase student success in Algebra by the end of Grade 9. To reach these goals additional teachers will help to substantially reduce the student/ teacher ratio in elementary school reading classes to 15:1 for Grades 1 and 2. Mathematics class sizes also will be reduced to ensure that students will successfully complete Algebra 1 by the end of ninth grade, a key to successful preparation for college. These initiatives will focus additional resources on improving the performance of low-achieving students, many of whom come from low-income families, have suffered because of high mobility, or who have limited English proficiency. The Board's plan accomplishes this goal by directing added resources initially at those schools with high numbers of students in these at-risk groups.
During recent years, parent and staff concern about large classes has intensified nationally as well as in Montgomery County. Since 1995, when the Board of Education's operat- ing budget request was reduced by $15.3 million and 123.8 classroom teacher positions were eliminated from the bud get, average class size and the number of classes beyond the maximum class size guidelines have increased. Classes at all levels were affected. The loss of these classroom teacher positions has resulted in a greater number of combination grade classes at the elementary level and a larger number of classes exceeding the class-size guidelines. The greatest impact on large class sizes has occurred in secondary schools. However, teachers at all levels have expressed concerns about their ability to meet the needs of a diverse student population, including students with limited English proficiency and those special education students being mainstreamed into regular education classes.
Recent research on the effects of class size confirms the value of the MCPS approach and justifies the effectiveness of additional resources. Research conducted in a variety of educational environments shows that teachers and students tend to be more successful in small classes. A major study conducted in Tennessee found that significant benefits are gained from small classes in the 15 to 17 student range, that the effect of small classes in the primary grades persists through eighth grade, and that smaller classes can reduce the number of referrals to special education. Teacher morale also rose because teachers found more time to plan and assess, could provide more individual attention to students, and were more satisfied with their own performance.