Port Washington Union Free School District (PWUFSD) Board of Education Trustees and Interim Superintendent of Schools, 

We, the undersigned parents and community members request an amendment to the District’s Policy 4420 ‘Class Size/Pupil-Teacher Ratio’ to reduce the maximum allowable class size in elementary schools by two students. Under current policy, the maximum allowable class size for grades K - 2 is 23 students, and for grades 3 - 5 is 26 students.  As it stands, the current class size maximums impede the ability of teachers to provide individualized attention and quality instruction, which negatively impacts students' academic and social-emotional growth.

As of September 2024, 22% of PWUFSD general education and ICT elementary school classes had more students than the District's stated ‘optimum class size range’ as referred to within Policy 4420. Within the regulation for this Policy, the District states the optimum class size range for grades K - 2 is 15-21 students, and optimum class size range for grades 3 - 5 is 16-22 students. The Policy further states that the ‘optimum class size’ for grades K - 2 is 18 students and for 3 - 5 is 20 students.  As of September 2024, 73% of PWUFSD general education and ICT elementary school classes had more students than the District's stated ‘optimum class size’.  This included 100% of second grade classes, 85% of first grade classes, and 68% of kindergarten classes.  Several elementary schools in the District are experiencing this problem, with 81% of all Sousa elementary school classes exceeding the District's definition of an optimal size, and 86% of all Guggenheim elementary school classes exceeding the District’s definition of an optimal size. While Sousa and Guggenheim have the highest number of crowded classrooms, the risk affects all elementary schools under the current policy. At the start of the year, 85% of K - 2 classrooms exceeded the District’s definition of an optimal class size, including every PWUFSD second grade classroom.  The District will continue to grow in size, and action is critically needed to address what will be an ongoing concern.

Rationale for Reduced Class Size:

1. Enhanced Student Achievement: Research consistently shows that smaller class sizes lead to significant improvements in student performance, especially in the elementary grades where foundational skills are developed (Finn & Achilles, 1999; Chetty el al., 2011; Schanzenbach, 2020). A reduction in the maximum allowable class size by just two students allows teachers more time to assess and address individual learning needs, contributing to improved academic outcomes. The Institute of Education Sciences, the research arm of the US Department of Education, concludes that class size reduction is one of only four evidence-based reforms that have been proven to increase student achievement.
2. Improved Social and Emotional Development: In smaller classes, teachers can foster more meaningful connections with each student, building trust and a supportive classroom environment. This connection is crucial for students' social-emotional growth, confidence, and engagement in school. In addition, smaller classes enhance the development of “non-cognitive” skills not captured by tests, like persistence, motivation and self-esteem, which are also linked to success in school and in life (Dee & West, 2011).
3. More Manageable Classrooms: Reducing the number of students per class makes classrooms more manageable, minimizing disruptions and allowing teachers to focus on instruction (Blatchford & Russell, 2020). With the current class size maximum, teachers face the challenge of managing a large group while ensuring that each child receives the attention necessary for effective learning. This inevitably leads to increased stress on both teachers and students, impacting the quality of education.
4. Support for Diverse Learning Needs: Today’s classrooms are increasingly diverse, with students from different backgrounds and abilities. Larger class sizes lead to less individualized instruction, which impacts the learning outcomes for all types of students. Smaller class sizes make it possible for teachers to better meet these diverse needs, providing both general and specialized support.
5. Student engagement and support: Larger classes make it difficult for teachers to engage each student fully and address their unique needs. Not having the opportunity to differentiate students can lead to problems at every level of learning. Students who require additional support can easily fall behind and face increasing learning deficits. Students with the ability to meet grade-level expectations may not have the opportunity to meet these expectations with limited teacher resources. Students who require challenges and additional enrichment can easily go unrecognized.
6. Teacher workload: The current situation places an undue burden on our teachers, who are already doing their best under challenging circumstances. there is a risk of burnout, which could further affect the learning environment as well as staff retention and recruitment.
7. Equity in our district: Larger class sizes are especially detrimental to students from underserved communities, who already face additional barriers to academic success. Without adequate attention and resources, these students are at greater risk of falling further behind, deepening the already existent systemic achievement gaps (Zyngier, 2014). 

Proposed Amendment

We propose reducing the maximum class size limit by two students across all elementary grade levels and amending Policy 4420 with the following language:

“For general education and ICT elementary classes, the Board of Education has determined the following class size maximums and reserves the right to make exceptions to the maximums at their discretion (for class size optimum ranges, see 4420-R, Class Size Regulations):

Elementary School:

• Primary Grades K – 2: 21 maximum
• Intermediate Grades 3 – 5: 24 maximum”

This adjustment, though modest, will significantly enhance the quality of education provided in our district and positively impact the educational experience for all students.

The class size maximums within Policy 4420 ‘Class Size/Pupil-Teacher Ratio’ were last amended on February 26, 2013.  This was 11 years ago, prior to experiencing a global pandemic; the benchmark that applied at that time is no longer relevant or appropriate  Recent research has shown the negative impact of prolonged exposure to the pandemic, associated lockdowns and home confinement on cognitive and affective processing (Dudovitz et al., 2022).  Students today face complex academic and mental health needs that crowded classrooms and overburdened teachers cannot effectively address. Government officials in New York and nationwide have acknowledged this and are making policy changes through legislation. Nearby school districts have recognized this and prioritized this critical policy change in their budgets, and the Port Washington Teachers Association advocates for a reduction in the maximum class size policy. The current policy is outdated and needs to be revised.  

Conclusion

Our community is deeply invested in the success and well-being of our children, and we expect the Board to hear our demands.  Reducing class sizes is an investment in our District's future, reinforcing our support of teachers in their mission and giving our children the best possible start.  You owe it to all children to create the best learning environment possible.  

It is simply not acceptable to state that since most classes are within the optimal range, we are doing well as a District. The current policy led to unreasonably crowded classrooms, with overcrowding disproportionately affecting some elementary schools and grade levels, with students facing repeated overcrowding each year.

No child should be placed in a subpar classroom environment.  While we recognize the financial constraints on the District, there is nothing more important than the classroom environment for both current and future academic success.  Class size is one of only a handful of evidence-based reforms that consistently boosts learning, leads to later success in life, and narrows the achievement gap between racial and economic groups.  We urge you, our elected board members, to address this issue within the confines of the budget. If the budget cannot accommodate appropriate class sizes, how can parents and the community be expected to support it? Last year, we agreed to a budget above the tax cap, trusting that it would create a suitable classroom environment for all students.  

We demand the Board of Education recognize the urgency of this matter and take the necessary steps to address our concerns. Our children's education and our teachers’ well being is top priority, and these changes are essential for both.

Thank you for your attention to this important issue.