What a Higher Student-to-Teacher Ratio Means for TABC

TABC has seen a notable increase in the student to teacher ratio this year, with some classrooms holding upwards of 30 kids. Both student and teacher alike have felt the negative impact that a huge class size can have on education, in accordance with nearly all reputable studies conducted in the past 50 years. With the continued quality of TABC's education at stake, faculty emphasis must be put on addressing this issue.

The all-important relationship between teacher and student has spanned back millennia, well founded in almost all prominent civilizations. Just within our own tradition, education and the transference of mesorah from one generation to the next is hugely stressed and has managed to keep the dispersed Jewish nation intact. And, as the student body of a Yeshivah high school, we especially understand how important education is and the huge impact that a teacher can have on that experience. The relationship between student and teacher defines the success of the classroom, and a critical factor in promoting this education-enhancing environment is the maintenance of a low student to teacher ratio. Countless scientific studies, conducted only within the past 30 years, have almost unanimously reached the same conclusion: the lower the student to teacher ratio, the higher the student achievement. For example, Tennessee’s Student Teacher Achievement Ratio (STAR) experiment, an extremely thorough and organized study, concluded a positive correlation between lower class sizes and higher achievement. In STAR’s experiment, over 11,500 students and 1,300 teachers were randomly assigned to small or regular-sized classes during the 1985-1989 period. The participating students ranged from kindergarten to 3rd grade and were randomly distributed to the classes with zero consideration for outside factors. Tests administered to both the small and large classes present a convincing conclusion: classes with 13-17 kids averaged 5 higher percentile points compared to standard classes of 22-25 kids. Additionally, studies conducted later in the students’ lives found that children who had been assigned to smaller classrooms displayed better results for pursuits later in life, including juvenile criminal behavior, teen pregnancy, high school graduation, college enrollment etc. Countless other well documented studies have all reached the same conclusion[1], and the evidence stands nearly irrefutable: the lower the student to teacher ratio, the better is is for education.

So what does this mean for us, the student body of TABC? What does this mean for us, teenagers only a few short years away from college and depending on our high school education?

A lot. Maybe.

Though the studies seem certain in their effect on the classroom, the general student opinion of TABC seems to differ regarding a high student to teacher proportion. A recent school-wide poll conducted by Eye of the storm saw 43.9% of students responding that they have never even considered the issue, with another 25.6% saying it is fine and that class are manageable. So is that it? Are all the rigorous scientific studies proven wrong and we just walk away from the problem?

Clearly, no. Though the survey implies a majority non-concern among students, the exact demographic of the survey must be weighed along with the results. The reality simply is that most high school students just don’t think too critically about their education. A jump of 5-10 kids per class doesn't stop a computer's ability to stream NFL; in fact, a more distracted teacher only encourages it! What should be focused on is that almost one in every four students feel that it is an issue. A quarter of the entire school find that their education is being inhibited by a high ratio. A quarter who know what school should be offering them. A quarter that, most probably, values their education the most. Their voices need to be heard, and something needs to change. Quotes from such respondents include, “We get through less material because of increased talking and questions” “Less interaction with the teacher” and, an opinion shared by many, “Less questions being answered”.

And the problem is not only felt by students. We interviewed Dr. Joel Berman, or “Doc” as called by his students, and found out how an educator of over 10 years saw the issue. He feels that the ideal class size is somewhere around 17, and maintains that as soon as a class begins to exceed this number the teacher inherently will “lose students” as his attention is spread, and even a class of the most well behaved, ready-to-learn kids will inevitably find a drop in education level. In addition, a large class often results from tracking issues and what should really be a separate higher and lower group now forced together. The teacher can accommodate the brighter students, leaving those not as bright behind, or he can ensure that every student understands at the expense of the brighter students, who quickly become bored. Either way, the maximum potential of each student can not be reached. The extent of what the teacher has to share not realized. The classroom as a whole suffers.

Whether you personally experience it or not, the inflated classes are a problem at TABC. Science backs it, students feel it, and teachers corroborate it. We are the student body, and this should matter to us. We are the only ones who, ultimately, are impacted the most, and we need to press for change. Whether that comes in the form of more teachers, more classrooms, or some other solution, change is needed. Now.

[1] See, for instance, Wisonsins SAGE program: http://dpi.wi.gov/sage