Contrary to popular belief, improving student learning is more than 5 times more likely to occur when students have strong teachers than when there is low class size (and low class size is usually defined as less than 15 students per teacher). The most comprehensive studies on class size (mainly Tennessee’s STAR Report) show that those who benefit the most from low pupil/teacher ratios are students in inner cities. Next, the studies show that first grade and kindergarten will benefit more from low p/t ratios than other grades. The long-term benefit of low class size has really never been proven. What is noteworthy is that studies show definitely that strong teachers make a difference. That is why the board decided to reduce the number of untrained paraprofessionals (few have an earned associates’ degree) working in the schools but rather use the resources to add certified teachers, mainly to the elementary grades. (It has been the philosophy of the board for some time to use the leverage of primary education to improve learning for all children in the system–also a research-based decision. Research shows that children who aren’t successful in school by 3rd grade–especially in literacy–will very likely never be successful.) The board has also placed resources and man-power in providing well-defined, district-goal oriented professional development for teachers to improve their instruction to improve learning. (The research and literature are replete with the importance of the need for school systems to continuously improve instruction so that students will increase learning.)

The question is not why the board won’t seem to listen to parents and some teachers and reinstate one-hour-a-day paraprofessionals or even add teachers to what many perceive as overloaded classrooms, the question is how can the board of education use its limited resources to provide staff and programming that scientific and social research define as that which will result in the most learning for students.

Two years ago, as the result of a $450,000 reallocation, the board added seven certified teachers to the school system. Six were added at the elementary level and one was added to the middle schools. The idea was to adhere to research that qualified personnel should be the ones working with those in the most need, not those with the least amount (or no) teacher training. Specifically the additional certified teachers were as follows:

  • 1 kindergarten teacher at DMS
  • 1 teacher split between kindergarten and special education at WVS
  • 1 reading support teacher for grades 2 through 4 students at DMS
  • 1 reading support teacher for grades 2 through 4 students at WVS
  • 1 transitional kindergarten/1st grade teacher at DMS
  • 1 transitional kindergarten/1st grade teacher at WVS
  • 1 student literacy support teacher split between the middle schools.

It is also important to note that two full-time paraprofessionals equal the cost of one beginning certified teacher.