Effective teachers necessary

Opinion: March 28, 2011 at 12:00a.m.

One of the hottest battle lines in education revolves around this question: Should states and districts ease up on requiring schools to limit the size of their classes?

It once was a sacred assumption that states should require smaller classes. But budget shortfalls are forcing a big-time rethink of that assumption.

The truth is, smaller classes make intuitive sense. Teachers can give each child more attention, especially in those young wiggly years.

But there’s a competing truth too: Smaller classes require more teachers, which means higher expenses. As a result, budget-writers from California to Texas to New York have looked at lifting the cap on class sizes.

Unfortunately, we’re faced with one of those choices that most everyone hates: Do we lift class sizes and realize substantial savings? Or do we keep the limits and look for savings elsewhere?

Class sizes

Since education is one of the biggest expenses in every state’s budget, schools must put some sacrifice on the altar. And I don’t see how they at least won’t have to tinker with class sizes.

That may mean allowing schools to have an average class size, instead of a specific one. Or it could mean letting districts determine which schools most need a limit.

But if we’re going down that road, and I’m willing to go, we need a tradeoff. And it should go this way: If states lift the limit on class sizes, they must get more effective teachers into the classroom.

To be sure, lawmakers could plow ahead without waiting for a deal. That’s why parents and school leaders need to get out front and demand a quid-pro-quo.

Specifically, districts that are allowed to increase their class limits must have a serious way to evaluate their teachers. Metrics, benchmarks, classroom observations, the whole shebang. Nothing beats having a teacher who knows how to lead, inspire and educate children.

The legislative role in this tradeoff must include a serious evaluation of a state’s schools of education. Are they attracting top students? If not, how can they? And how are they helping collegians become effective teachers?

In such a quid-pro-quo, kids could win out, as counter-intuitive as that sounds. Here’s why:

Andreas Schleicher of the Organization for Economic Co-operation and Development, recently presented data to some governors in Washington that shows nations with powerhouse schools put a greater premium on quality teachers than smaller classes.

He was followed by Sir Michael Barber, who advised Britain’s Tony Blair on education issues. Barber also noted that nations with strong school systems attract, select and develop excellent teachers.

Then Education Secretary Arne Duncan, of all people, said he’d rather have his children in a larger class with a really good teacher than a smaller class with a so-so one. Nothing like the head of the Education Department saying class sizes aren’t the end-all, be-all. He even told the governors that it’s OK for them to create that choice: Bigger classes but better teachers.

These three aren’t the only ones advocating for effective teachers. The Bush Institute has a program to develop stronger classroom leaders.

And the Bill and Melinda Gates Foundation is putting digital cameras in classrooms to help teachers see their performance, including how they manage time.

So, there are plenty of people talking about improving the quality of existing and future teachers.

Some parents will not want to make this tradeoff. But they may not have a choice. If they aren’t willing to make a deal, they could end up with bigger classes and nothing to show for the change. That would be the worst result of all.

William McKenzie is an editorial columnist for The Dallas Morning News. Distributed by McClatchy-Tribune.