Leonie Haimson has been leading the campaign for class size reduction (CSR) for more than 20 years. When I first met her in 2010, she convinced me that the research on class size reduction was overwhelming. It also happens to be the most important priority for parents. She is relentless. I am proud to be a board member of Class Size Matters, the small but mighty organization that Leonie founded and leads, on a budget that is a shoestring. For her dedication, hard work, and persistence, I add Leonie Haimson to the blog’s honor roll.
The campaign for CSR achieved its greatest success when the state legislature passed legislation to reduce class size, and after weeks of wondering, Governor Kathy Hochul signed the law.
Class Size Matters issued the following press release.
For immediate release: September 9, 2022
Contacts: Leonie Haimson: 917-435-9329; leoniehaimson@gmail.com
Julia Watson: 978.518.0729; julia@aqeny.org
Randi Garay and Shirley Aubin: infocpacnyc@gmail.com
Yesterday, Governor Hochul signed the class size bill passed overwhelmingly last June by the Legislature that would require NYC to phase in smaller classes over five years. The only change from the original bill is that the implementation will now begin in the fall of 2023, rather than this September.
Leonie Haimson, Executive Director of Class Size Matters, said, “Thank you, Governor Hochul, for listening to the research showing that class size matters, especially for kids who need help the most, and for heeding the pleas of parents and teachers that it’s time to provide true equity to our students, who have long suffered from the largest class sizes in the state. We are eager to help the Chancellor, the UFT and the CSA put together an action plan to make sure that the implementation of this necessary improvement in our schools goes forward in an effective and workable manner.”
“For years, New York city parents, teachers and advocates have demanded smaller class sizes to benefit all public school students,” said Wendy Lecker, Education Law Center Senior Attorney. “Now that Governor Hochul has signed the class size reduction bill championed by Senators Robert Jackson and John Liu, City schools finally have another important tool to ensure their students receive a constitutional sound basic education.”
Parent leaders Randi Garay and Shirley Aubin said, “As the co-chairs of the Chancellor’s Parent Advisory Council, which represents all the Parent Associations and Parent Teacher Associations in the city’s public schools, we know that smaller classes have been a top priority of NYC parents for decades and how desperately they are needed. In the wake of the pandemic and with the infusion of new state and federal funds, we believe that smaller classes are not only more critical than ever, but more achievable as well. Thank you to the Governor for seeing the importance of smaller class sizes and signing the bill into law.”
“Students in New York’s public schools will be better off thanks to the class size reduction bill that Gov. Hochul signed yesterday. By signing this bill into law, she is sending a clear and important signal that she is on students’ side. We applaud the Governor for her commitment to New York’s students, especially as we are moving toward the third and final year of the State’s Foundation Aid commitment,” said Marina Marcou-O’Malley, Operations and Policy Director, Alliance for Quality Education.
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Reducing class size is huge! Thanks to LH. But it is rendered useless if kids are still chasing the test. When the test goes, there must be a plan. Don’t be caught flat footed
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This never would have happened under Cuomo. Brava Gov. Hochul! Let’s hope the state keeps providing enough funds for this to be a long term program. Thanks to Ms. Haimson and her group’s tireless efforts, students in NY will get a more equitable education.
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Finally! Whoo Hoo! People power matters!
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awesome!!!!
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This is indeed good news! Yes, class size matters a lot. Having taught all grade levels–and ability levels–in three school districts–urban and small cities–it always mattered to me and my classes.
When I became Vice-President of the Columbus Education Association in 1970, the big education-bash in America was around “Johnny can’t read”–at least that’s what the media and critics focused on. We decided to tackle the admitted reading problem. I convened all the reading teachers and all the “lower” grade level teachers in the Columbus system to find out what they thought and decide what we could do. After a day-long discussion of all the problems, we decided the best way to help the most kids learn to be better readers was to get them into smaller-sized classes.
Luckily, Columbus had passed a millage increase two years before, and we were able to take the issue of smaller class sizes–especially in beginning grade levels–to the bargaining table–where we convinced the School Board to invest dollars toward that goal. As the reports came back from “the field” (classroom teachers and parents) it was an investment that paid dividends across the years.
Now, let’s hope more of America follows New York’s lead toward reasonably-sized classes. Everyone would benefit.
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Wow, Jack. Great story. More of this now!
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Among the stupid claims made over the years by the Bill and Melinda Gates Foundation for the Devolution of American Education, among the stupidest was that class size didn’t matter. Bill Gates fancies himself a genius but somehow hasn’t been able to figure out that a high-school teachers with 200 students who assigns a single five-page paper to those students then has the equivalent of three novels, in substandard English, to read and comment on in detail. Not possible.
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Or, rather, not reasonable.
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“novels, in substandard English”
Like “The Road Ahead”, by Bill Gates?
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Road Head, by Bill Gates?
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“The Epstein Chronicles” by Bill Gates
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“What’s in the Road, A Head?”
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Miraculous!
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Road Kill, by Bill Gates
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It’s amazing what one can accomplish simply by getting the corrupt sexual predators out of government.
The public should try it more often.
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No doubt that class size matters. . . but the flip side of the coin is to have the right number of teachers, aides, and special services and counseling available to and/or in each classroom.
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Duane, my experience was 3 out of 3 sons didn’t thrive academically in mainstream classes. They were viewed by teachers as underperforming their above-ave intelligence. Fortunately it was a well-funded district. 2 of 3 benefited from IEP’s, which for them meant: in midsch & early hisch, large classes supplemented by tiny resource-room classes—in later hisch, tiny self-contained go-at-your-own pace classes for mainstream subjects. The 3rd, after steadily declining performance in late-midsch/ early hisch, found perfect fit in the hisch’s school-w/n-a school ‘70s-style project-based alternative – whose classes were 24 or fewer students.
Context: it was a competitive hothouse, with preponderance of students children of professionals; other talents [like music & IT associated with music in our kids’ case] got short shrift. (BTW they all went to college in that field & did fine.)
I can’t help thinking that if they had been in rather small classes from the get-go, they wouldn’t have needed those off-ramps. It’s just so much easier for teachers to grok & encourage each kids’ talents, & show them how those talents connect to academia, in a smaller class.
Oh & almost forgot: the large mainstream classes that featured co-teachers & aides for SpEd in the same space at the same time were a resounding failure.
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Well, extra people–as aides, etc. can be a help. But they also can be a hindrance IF they are not qualified or at least minimally educated. The powers that be, always trying to save money, are sometimes happy to provide more “aides,” rather than “expensive” teachers. And aides should work at the direction of the classroom teacher. In some school districts, aides are sometimes parents of students in a given teachers’ room. That can set up a conflict. Also, the more creative a teachers’ lessons or approaches, the harder it is for a minimally educated person to help.
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Good point! Yes, I should have said “the right number of certified and qualified teachers, aides, etc. . . . “
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