One superintendent of a district almost nailed it when he said the school wasn't making choices based on sound education theory but on ineptitude of politicians to make the right tax and budget choices.
I think he was too kind with ''ineptitude;'' it's corruption. The wealthy who want to keep their taxes low have money to buy politicians.
The other significant point here is that the corporate education reformers don't seen to care about the handful of research proven methods for improving public education.
I would add that they never seem to suggest public schools function more like the private schools where they send their children and which still do all the enrichment things public schools used to do before they were targeted for demonization and privatization.
7 Class size myths -- and the truthBy Valerie Strauss
Across the country, class sizes are increasing at unprecedented rates. An estimated 58,000 teachers were laid off in September, at the same time as enrollment was increasing in much of the country. In California, two thirds of the districts have seen jumps in class size, with many early grade classes rising from 20 to 30 students, after rules first established in 1996 governing the state’s class size reduction program were loosened.
As Don Iglesias, superintendent of public schools in San Jose was quoted as saying,
"This is not a choice that anybody is making because we think increasing class size is a wonderful thing for our schools. It's a choice because there's ineptitude in terms of our elected officials in Sacramento and their unwillingness to raise taxes or cut programs accordingly."
Studies from Tennessee, Wisconsin, and states throughout the country have demonstrated that students who are assigned to smaller classes in grades K-3rd do better in every way that can be measured: they score higher on tests, receive better grades, and exhibit improved attendance.
The Institute of Education Sciences, the research arm of the U.S. Department of Education has concluded that
class size reduction is one of only four, evidence-based reforms that have been proven to increase student achievement through rigorous, randomized experiments -- the "gold standard" of research. (The other three reforms are one-on-one tutoring by qualified tutors for at-risk readers in grades 1-3; life-skills training for junior high students, and instruction for early readers in phonics – and not one of the policies that the corporate reformers are pushing.
http://voices.washingtonpost.com/answer-sheet/class-size/7-class-size-myths----and-the.html">FULL TEXT