QUESTION
What are the implications of exceeding class size limits and how does Commissioner Rosa support reducing class sizes?
0:01:37
·
4 min
The discussion addresses class size limits, the necessity for additional teachers when these limits are exceeded, and highlights Commissioner Rosa's support for reducing class sizes to comply with state law.
- Commissioner Rosa, with experience as a principal and teacher, actively supports class size reduction and is part of the enforcement mechanism overseeing the Department of Education's compliance with state law.
- Class size limits are a contentious issue, especially regarding the accommodation of additional students and the subsequent need for mitigation measures.
- Legislative class size limits are based on a report from the Department of Education, which aims to ensure a sound basic education by setting specific class size thresholds.
- Union contracts and negotiations significantly impact class size determinations and the handling of situations where class limits are exceeded.
- The existing formula for foundation aid contemplates and provides funding for New York City to reduce class sizes, indicating the systemic approach to addressing this challenge.
Gale Brewer
0:01:37
One is, there's a you know, it filters down from the DOV that if you have a classroom and has x number of students 20, and then there's 21, then you have to get another teacher.
0:01:48
So I just wanna understand from you how you respond to that because even talking to community board members last night, they were repeating that as why they were not supportive.
0:01:58
Number 2, Regent Rosa is very supportive.
0:02:01
It seems she's been saying that.
0:02:03
So I wanted to know what role does she play in terms of being supportive in any way, shape, or form?
0:02:08
Thank you.
John Liu
0:02:10
Good to see account number brewer.
0:02:13
You you mean Chancellor Rosa?
0:02:15
Oh, I'm sorry.
0:02:16
Commission Rosa.
0:02:18
Okay.
0:02:19
And the commissioner Rosa is very supportive.
0:02:22
She has long since believed in reducing class sizes ever since her days as a principal and and teacher in New York City.
0:02:30
So she's been very supportive and continues to be.
0:02:33
And in fact, is part of the enforcement mechanism by which we keep an eye on the New York City Department of Education to to see that, in fact, they comply with state law.
0:02:47
On the issue of 20 versus 21, I mean, right now, there are class sizes.
0:02:52
There are class size limitations.
0:02:54
For example, in high school, it's 34.
0:02:58
So what do you do with the 35th student?
0:03:00
I mean, that's always going to be an issue.
0:03:03
The question is, what is really the right size?
0:03:06
Is it 34 in high school or is it 25 like this legislation requires?
0:03:12
Is it 28 or is it 20 for the lower grades?
0:03:18
So so whenever you exceed by 1, that's always going to be an issue.
0:03:24
And in fact, in practice, there are some mitigation measures that schools are able to to utilize.
0:03:32
But I will say that, you know, the issue of 202325, which is what the legislation calls for, Those class sizes, again, just to be clear, 20 would be the class size limitation for grades.
0:03:46
Kindergarten through 3rd grade, 23 grades, 4 through 8, and 25 for high school classes.
0:03:53
Those are not numbers that the legislature made up.
0:03:57
Those numbers came from a report submitted by the Department of Education to the state education department nearly 20 years ago as the foundation aid formula was being crafted.
0:04:12
And so the foundation aid formula that currently exists already contemplates and provides funding for New York City to reduce class sizes to 202325.
0:04:24
Once again, why those class size thresholds?
0:04:29
Because it was the Department of Education at that time, their opinion that those class sizes would in fact fulfill their obligation of producing of providing us sound basic education.
Robert Jackson
0:04:44
And also, Gail, as you know, there's union contracts, and union contracts are negotiated.
0:04:50
And what happened in 2006, 2007 we have to basically we're talking about 24, 25.
0:04:58
And so, obviously, when you talk about one additional student in a classroom, come on.
0:05:04
That's where discussion, that's why you have discussions at every level in order to make sure that the children are receiving a sound basic education.
0:05:12
If most of the children are progressing, who is it bothering?
0:05:17
Who is it affecting?
0:05:18
So all of these have to be considered.
0:05:20
We just can't go blindly into saying 25, that's it.
0:05:24
If 26, if it if if it worked with 26, it worked with 26.
0:05:29
If it doesn't, if it doesn't work with 25, then you from from a leadership point of view, looking at that classroom looking at the student's needs?
0:05:39
Are they being met?
0:05:40
How many students have IEPs versus, you know, non IEPs?
0:05:44
And all of those factors are considered.
0:05:46
But that's why we need this up updating formula in order to truly know what's what it's gonna cause.
