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Reducing Class Size in ,America's
Urban Schools .
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By the
Cou~cil
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of the Great City Schools
October, 1999
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REpORT PREPARED BY
MANISH NAIK
LEGISLATIVE AND RESEARCH SPECIALIST
COUNCIL OF THE GREAT CITY SCHOOLS
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�EXECUTIVE SUMMARY
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The Council of the Great City Schools, a coalition of the nation's largest urban public
8<;:hool systems, surveyed its membership to determine how they were using new federal funds'
that became available this school year to reduce class sizes. Some forty major city school sys
tems with the nation's largest class sizes responded. Responses from the school systems indi
cated the following:'
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Approximately 3,558 new teachers have been hired in 40 of the nation's largest school dis
tricts this fiscal year with new federal class size funding; .
Some 7,762 new teachers received professional de~elopmenf~vith new federal class size
funding, as have 14,953 current teachers- or over 22,000 teachers receiving critical train
ing on instructional practices and methods; ..
•. About 90% of the new teachers hired il,1 the 40 responding urban school districts were fully.,
certified despite the difficulty in finding qualified teachers;
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• All 40 urban school districts responding to the survey (100%) hired new teachers with the
federal class size funding; 75% provided professional development to new and current
teachers to enhance teacher quality; 33% of the urban districts used funding for recruiting
new teachers; and 10% used the federal funds to test new teachers to ensure that they met
state standards;
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New urban teachers were hired for grades 1-3 in the critical shortage areas of literacy,
mathematics, bilingual education and special education;
Funding under the federal class size reduction program has been flexible enough to assist
the responding urban school districts in their efforts to end social promotions, provide after
school instruction, and target aid to low-performing schools;
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Interesting programs include Philadelphia's innovative approach to recruit, train, and men
tor beginning teachers, Columbus's effort to strengthen accountability and tum around low
performing schools, Boston's Transition Program to end social. promotion, and Long
Beach's internship program to prepare and certify emergency teachers hired through the
state initiative;
•
The class size program in the responding urban districts have also leveraged state and local
resources to reduce class size and improve the quality of teacher skills;
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Continuation and expansion of the program will be critical for urban school efforts to accel
erate achievement gains, ensure quality teaching, tum around low-performing schools, and
recruit highly qualified. instructors.
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Reducing Class Size in America's Urban Schools
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By the,
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COUNCIL OF TH~ GREAT. CITY SCHOOLS
INTRODUCTION
Ensuring that every class and every student has a qualified teacher providing instruction
:to the highest standards is one of the stiffest challenges facing American public education. This
'goal is becoming harder and harder to meet in the nation's urban schools, however, as enroll
'ments rise, facilities age, and pressure for smaller classes mounts. But the research is getting
,stronger all the time that reducing class size pays concrete and long lasting benefits, particularly
!for poor children. Reducing class size gives every student more of the teacher's time, and allows
ichildren more individualized attention to meet their learning challenges. This report was pre
,pared to give policymakers a better idea about how federal funding is being used to reduce class
'sizes and to spur academic achievement in America's urban schools.
WHAT DOES THE RESEARCH SAY?
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Many education critics view efforts to reduce the number of students in American class
,rooms as a waste of money, claimi~g that student performance does not improve appreciably in
,smaller classes. More and better studies over the last ten years, however; have shown that these
,claims are incorrect and that smaller class sizes can produce significant increases in student
,achievement and enhance parent and teacher satisfaction with the, educational process.
The most definitive study linking achievement and smaller classes was Tennessee's Stu
:dent Teacher Achievement Ratio, or Project STAR. The longitudinal Project STAR studied
iover 6,000 children from 1985 to 1989, during which time students progressed from kindergar
'ten to fourth grade. Project students were placed in three types of classes: small (13-17 chil
dren), regular (22-25), and regular with a full-time teacher aide. While no advantage was found
, in larger classes having a teacher aide, students in the smaller classes demonstrated significantly
'higher achievement on both standardized and curriculum-based tests than either of the large
•classes. Higher achievement began in the first grade, and continued through second and third
, grades. The results of Project STAR also showed that the, greatest benefits of smaller classes
, were found in inner-city schools with the poorest students. Follow-up studies on partici
; pants in Project STAR found that children who were originally enrolled in smaller classes con
I tinued to outperform students who had begun in larger classes well after the third grade.'
Another well-known effort involved the "Class Size Reduction (CSR)" program in Cali
: fornia. Enacted in the summer of 1996, the California program mandated that all 1st and 2nd
, graders learn in classes of no more than 20 students. Kindergartners and third graders also bene
: fited, with over 90% participation in the 1999-2000 school year. While logistical concerns arose
, regarding the quickly formed program, a preliminary evaluation shows positive results after the
: first two years. Benefits for all students in CSR classes and across-the-board achievement
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gains were found in the third grade--the only grade where it was possible to compare learners
in CSR and non-CSR classes. Teachers in CSR classes also reported spending more time with
problem readers and students with individual needs and less time on discipline. Another posi
tive finding in California involved higher satisfaction of parents and increased contentment
with the education system due to more regular contacts with teachers. To date, California has
placed over 1.6 million students in reduced-size K-3 classes.
A quasi-experimental study is currently being performed on the "Student Achievement
Guarantee in Education (SAGE) Program" in Wisconsin. SAGE, a five-year pilot program, is
designed to increase the academic achievement of high poverty students by reducing the stu
dent-teacher ratio to 15:1 in kindergarten through third grade: Results from the 1997-1998
school year showed that first and second grade students in the small SAGE classes tested higher
in math, reading, and language arts. The 1997-1998 results also showed that African-American
students in the smaller classes outperformed African-American students in larger classes.
Qualitative research from the SAGE Program also reported that teachers knew their students
better in smaller classes, required less time for management and discipline, and had greater op
portunities for individualized instruction. Similar results were found in 1996-1997--the first
year of the program. Since SAGE also promotes a rigorous curriculum, ongoing professional
development, and before-and after-school activities, the positive findings demonstrate the suc
cess that trained teachers can achieve in small classes and supportive surroundings.
CLASS-SIZE REDUCTION PROGRAM (PL 105-277, SECTION 307)
Signed into law on October 21, 1998, the federal Class-Size Reduction Program aims to
bring some 100,000 new, qualified teachers to America's classrooms. The law provides federal
funds to local education agencies (LEAs) to reduce class sizes to 18:1 in Grades 1-3. At least
eighty-two percent (82%) of the federal funds were to be used to recruit, hire (including salaries
and benefits), and train certified classroom teachers. Up to fifteen percent (15%) of ail LEAs
federa1.allocation can be used to test new teachers to meet State certification requirements and
to provide professional development for existing teachers. No more than three percent (3%) of
the funds could be used for administrative costs.
An important component of the Class-Size Reduction program is its emphasis on help
ing the neediest children. The formula allocates 80% of the program's resources based on pov
erty, consistent with the research showing that benefits are strongest among poor kids.
Federal funds for the first year (Fiscal Year 1999) of the Class-Size Reduction Program
were set at $1.2 billion-with almost $300 million dollars targeted to the neediest students
in urban schools. The initiative would allocate $12.4 billion over 7 years, reducing average
class sizes in the early grades to 18 nationally, and meeting the goal of hiring 100,000 new
teachers. The Clinton administration's request for the second year of the program, FY 2000,
was $1.4 billion.
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'WHAT THE. CLASS-SIZE REDUCTION PROGRAM IS DOING IN URBAN SCHOOLS
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School districts across the nation received a total of $1.2 ~illion for the first year of the
Class-Size Reduction program, $281 million of which was alloy'ated to 54 Great City School
districts- the largest and neediest urban schools, 'in the nation. Forty (40) urban districts re
~ponded to this survey, where federal support was used to hire 3,558 new teachers, whose total
salary and benefits equaled almost $168 million. The Class-Size Reduction program provided
1,074 new first grade teachers in urban schools, as well a~ 431 new second grade teachers, 465
new third grade teachers, and 481 new teachers in other grade~. 1 The new teachers were hired to
serve students in urbaneducation's areas of greatest need, including literacy, mathematics, bilin
gual education and special education.
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Total Number a/New Teachers. Salaries and Benefits Provided with
Federal Class Size Reduction Funds, by Grade in Urban Schools
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Teachers
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Grade One
1,074
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I Salary and Benefits
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Grade Two
431
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Grade Three
Other
465
481
3,558
$17,451,294
$167,788,761
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Total '"
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$45,004,094
$17,859,159 I $20,366,595
"'Individual grades do not sum to touil since some districts were unable to provide a per-grade breakdown
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Current teachers are also benefiting from the Class-Size Reduction program, with over
$10.2 million in new professional development services to 14,953 existing urban instructors.
These teachers have received training to improve their current instructional practices, learn new
technologies and information systems, and serve as mentors for' new educators entering their
~chools. Ten school districts use the federal funds exclusively for the salaries .and benefits of
new teachers; using state and local funds for professional development and recruitment, show
ing a comprehensive and coordinated effort to provide more instructors in the early grades.
New Teachers
Of the 3,558 new urban teachers hired under the Class-Size Reduction program, only
three districts ~mployed instructors with emergency credentials:' a total of only 404 teachers
(11.4%). The remaining 3,154 new teachers, almost 90% of the total, have full certification.
Cities were also able to combine federal resources with state aid. New York City, for instance,
was able to supplement its state initiative by partially funding 788 teachers with federal money,
bringing the number of classrooms affected by the program to well over 4,000.
In addition, some 7,700 new urban teachers are receiving professional development with
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I. Since some respondents were only able to' provide the total number of new teachers, and not a per-grade break
down of new hires, individual grades do not sum to total.
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Class-Size Reduction money. Almost $7.9 million are being spent training 2,075 new first grade
teachers, 1,276 second grade teachers, 1,133 third grade teachers, and 1,485 new teachers from
other grades. 2
Grade Two
Grade Three
Other
2,075
1,276
1,133
1,485
7,762
3,696
1,922
3,169
5,562
14,953
Total
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*lndividual grades do not sum to total since some districts were unable to provide a per-grade breakdown
Current Teachers
The Class-Size Reduction program also assists existing educators, providing in-service
training to 14;953 teachers already in the classroom.. Over $10.2 million in federal CSR funds
have been spent in urban schools improving the instructional practices of 3,696 first grade
teachers, 1,922 second grade teachers, 3,169 third grade teachers, and 5,562 teachers from other
grades. 2 In all, almost $32 million of first-year Class-Size Reduction funds have been used to
provide professional development to 22,255 new and current teachers in the nation's urban
schools. 3
Figure 3
Usage ofFederal Class Size Reduction Funds. by Percentage of Urban Districts
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100%
Hiring New Teachers
f,1
Professional Development
Exclusively for Salaries and Benefits
Recruiting
Testing
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75%
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10.0%
20.0%
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30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
2. Since some respondents were only able to provide the total number of new teachers or current teachers receiv
ing professional development, and not a per-grade breakdown, individual grades do not sum to total.
3. Certain districts were only able to provide the total amount offederal funds spent on professional development,
and not the amount spent exclusively for new or current teachers. The amount spent on professional development
for new teachers (approximately $7.9 million) and the amount spent on current teachers (approximately $10.2 mil
lion) do not sum to the actual total amount spent on all professional development (approximately $32 million).
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0.0%
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Grade One
Current Teachers
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Figure '2
Number of Teachers Receiving Professional Development with
Federal Class Size Reduction Funds. by Grade in Urban Schools
i New Teachers
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�Recruiting
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Funding under the Class-Size Reduction program can also be used to recruit new teach
ers and to test them on compliance with state standards. Just over $2.1 million in CSR funds has
been spent by urban schools on recruiting costs, including $146,l34 on advertising, $133,503
~n travel, and $75,000 on hiring bonuses. The most popular recruitment tools have included at
tractive hiring packages (such as moving expenses, paying college tuition, etc.) on which school
districts spent $761,800. Some $3 72,594 ~as spent on other activities, including the creation of
staff recruitment positions and induction programs for potential hires.
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DESCRIPTIONS OF FEDERAL CLASS-SIZE REDUCTION PROGRAMS
IN THE GREAT CITY SCHOOLS
The Class-Size Reduction program is flexible enough to allow urban school distrIcts to
meet their very different needs and challenges, but focused enough to ensure that the important
goal of hiring qualified teachers is met. The following is a description of the ways some urban
school districts are using the federal class size reduction funds to improve student achievement.
Atlanta
With federal Class-Size Reduction funds, the Atlanta Public Schools have hired 58 new
teachers, who are now working in 41 low-performing schools in high poverty areas throughout
the city. The federal funds support schools implementing the "Success for All" program and
supplement the state-funded class-size reduction program, "Georgia Special Instructional Assis
tance," and other reform efforts. Expansion of the program would enable the Atlanta Public
Schools to reduce class sizes in a larger number of low-performing schools.
Birmingham
The Birmingham Public Schools have hired 7 new teachers for Grade Two and 16 new
teachers for Grade Three, employing them in schools under "Academic Alert". Birmingham
used its federal class-size reduction funds to ensure that all students are reading on grade level
by the end of Grade 3. Both new and current teachers receive training with the federal funds.
Future efforts will include expanding locations from which top teachers are recruited, providing
targeted professional development in high need areas, offering stipends for mentor teachers to
assist new hires, and focusing on recruitment and hiring of special education teachers.
Boston
The Boston Public Schools hired 38 new instructors with the federal Class Size Reduc
tion funds, supplementing its "Transition Program." An alternative to retaining students who
are not ready to advance to the next grade, the Transition Program serves Boston's desire to re
duce class size as well as end social promotion. The 15 month program provides a small learn
ing environment, well-trained teachers, and intensive classes: giving low-performing students a
chance to master the material they missed, learn the material from their intended grade level,
"Each participating school must select a research-based literacy program,
and receives technical assistance and professional development in its imple
mentation."
-Boston Public Schools
and at the program's conclusion, rejoin their peers back on schedule. The Transition Program,
which is one part of a comprehensive literacy and math initiative, is funded mostly through lo
cal funds, but also receives support from Reading Excellence, Title I, Eisenhower grants, IDEA,
and other external funds.
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The building blocks of the Transition Program involve smaller class sizes in Grades 1-3,
providing extra instructional services for students in transitional grades, and providing after
school and Saturday classes to tutor students in small groups. Instructors hired through the pro
gram are literacy/math specialists, who teach third grade for two-thirds of the school day, coach
other teachers for the remaining third, and work extended hours each day to tutor students after
school. Specialists working in early learning centers focus on the first grade.
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Broward County
The Broward County Public Schools used its federal Class Size Reduction money to
hire 74 new first grade teachers in 51 elementary schools throughout the district. The elemen
tary schools were selected based upon test results on the Florida Comprehensive Achievement
Test (FCA T) and their actual class size In the 1998-1999 school year. The district also uses Ti
tle I funds to reduce class sizes in an additional 58 elementary schools. Further support would
ensure that all schools have the opportunity to participate and achieve.
Columbus
The number one goal of the Columbus Public Schools is to ensure that all students can
read at or above grade level by the third grade. The federal Class-Size Reduction grant comple
ments the district's reform efforts to achieve this goal. Funds were used to hire 58 teachers in
,"These funds allow the District to provide a smaller learning environment in
lour highest need schools, which will serve to facilitate language and commu
nication skill development- the basis of all learning."
-Columbus Public Schools
13 Title I elementary schools, further extending the district's smaller learning community phi
')osophy. ,The Columbus program supplements a state effort to reduce class sizes in all kinder
gartens. The additional federally-supported teachers provide small class sizes of 15: 1 in grades
one through three, reducing the number of students per teacher by an average of 10.
Denver
In Colorado, the Denver Public, Schools are using Class-Size Reduction money to fund
its "Primary Lead Teacher Project", hiring 12 new teachers who attended training this past sum
mer; and will continue to attend training twice a month this fall. Their responsibilities include
group work and 2.5 hours each day with children in programs such as "Reading Recovery",
j"Descubriendo La Lectura", and "Success in EarlyReading'." The Primary Lead Teachers
work regularly with small groups of students, taking children from large classes during literacy
instruction periods and providing more individualized instructiol)..
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The remainder of the day for Primary Lead Teachers is used for staff development, plan
ning and organizing, conducting demonstration lessons, and co-teaching in primary grade class
rooms. Primary Lead Teachers also mentor new teachers, and provide release time for veteran
teachers to work. with their less-experienced colleagues. Primary Lead Teachers also gather asPage 10
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sessment data, and help other classroom teachers (10 to 15 teachers a week) use the results to
guide instruction.
Des Moines
In Des Moines, federal Class-Size Reduction funds are being used to increase the num
ber of all-day kindergarten classes from 27 to 49. Over 83% of the elementary schools in Des
Moines now provide all-day kindergarten, at 35 locations. In addition to providing smaller
"The federal class size funds supplement allocations and a determIned effort
from the state and local level, which provide standardized district-wide diag
nostic assessment, reporting to parents, instructional materials, and profes·sional development."
-Des Moines Public Schools
classes in kindergarten, the Des Moines Public Schools are using federal funds to lower class
sizes in grades one through three, establish more classes, and provide team teaching and student
assessments-consistent with the "District Improvement Plan". The federal funds have supple
mented state and local efforts by hiring 24 new kindergarten teachers, 3 new first grade teach
ers, and one new teacher in both second and third grade.
Long Beach
California was one of the first large states to initiate its own class,:,size reduction pro
gram, allowing Long Beach a waiver from the U.S. Department of Education to use federal
, class size funds to improve teacher quality or reduce class size in other grades. The waiver
granted to Long Beach Unified School District (LBUSD) permitted the district to hire 15 new
teachers for the ninth grade, as well strengthen the teachers they have already hired, through in
ternships and programs to help teachers achieve full certification. LBUSD uses federal CSR
funds to support five internship programs to prepare and certify emergency teachers hired to
meet state requirements to reduce all early-grade class sizes below 20 students. The internships
lead to a Multiple Subject Credential, with courses being offered on school district campuses
and incorporating LBUSD content standards. In addition, all interns perform at least 30 hours of
classroom instruction in support of the State's reading initiative, while under the observation of
a mentor teacher. Interns have a university advisor, as well as a New Teacher Coordinator and
a New Teacher Support Provider, both of whom meet regularly with the intern, giving feedback
after observing teaching sessions. Federal Class-Size Reduction funds help reimburse emer
gency-permit teachers receiving grades of "B" or better for the cost of tuition, textbooks, and
related fees. The federal funds also provide materials and stipends to the New Teacher Support
Providers for their coaching.
Miami-Dade County
In Miami, there are 207 new teachers participating in professional development activi
ties supported with federal Class-Size Reduction funds designed to improve classroom instruc
tion. There are 62 new teachers in the first grade, 76 new teachers in the second grade, and 69
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new teachers in third grade. They attend professional development activities along with an
equal number of current teachers (207), participating in core. courses which include Effective
Tutoring Techniques, Classroom Management Practices, The Use of Data Analysis of Student
Performance, and Co-teaching Methods. Class':'Size Reduction funds are also used to supple
ment the district's Comprehensive Reading Plan by pairing new teachers with veteran 'teachers.
This allows instruction to be delivered in classes with fewer than 18 students.
Milwaukee
Like other Great City School districts, Milwaukee uses its federal class size reduction
funds to focus on reading and literacy challenges. In this effort, Milwaukee has hired 89 new
first grade teachers, as well as 7 new second grade teachers and I new third grade teacher.
Teacher training, for both new and veteran instructors, includes attending Title I Literacy Con
ferences and workshops on How to Teach ReadinglLanguage Arts and Working with Strug
gling Readers. The district is involved in a variety of reading reform efforts, including Target
Teach, SAGE, Let's Read Milwaukee, Community Learning Centers, and Goals 2000. Class
Size Reduction works in conjunction with these programs. Federal funding in support of the
teachers is also coordinated with Title VI and Title I, and with reading,' language arts, and with
early childhood ,curriculum specialists. Class Size Reduction Subcommittees, composed of,
teachers, parents, school and central office staff, were also formed in Milwaukee, to ensure
~uccessful program implementation. Continued funding would allow Milwaukee to expand its
efforts to hire more bilingual teachers for grades 1-3.
New Orleans
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Over one hundred new teachers (109) were hired by the New Orleans Public Schools
with federal Class-Size Reduction funds, and placed in twenty-six locations-mostly schools
requiring Title I improvement plans. This addition to the teaching corps brings the total number
of instructors in Grades 1-3 to 370 in New Orleans, and makes 1 teacher available for every 18
~tudents. Intensive professional development is provided to these teachers with the federal
"Intense professional development will be provided to meet the teachers'
needs, and to help them meet the students' needs."
-New Orleans Parish School District
funds. In addition, a team of highly trained individuals-mentors, consultants, and teacher liai
sons-provide on-going support. Services include informal observations; diagnostic video tap
ing and analysis; instructional demonstrations; curriculum and pedagogy skills development;
before, during and after-school consultation and team meetings, and specialized training insti
tUtes based on student needs assessments. The designated schools use their Title II 'allocations
to provide professional developmerit iIi math, science, and reading-,activities which are tai
l<;>red to meet each school's specific needs.
New York City
Funding from the federal CSR program, along with State funding, is allocated to New
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�York City's 32 Community School Districts and to the Chancellor's District. All districts were
instructed to distribute funds to hire teachers to reduce class size or implement alternative mod
els to provide smaller group instruction. Alternative models were to be used where additional
space was not available for more classrooms. In order to supplement the already-existing State
program, New York City was granted a waiver to use Federal funds in kindergarten, in addition
to grades one through three. New York City uses its federal allocations to fund the full salaries
of 808 new teachers, while partially-funding the salaries of an additional 788 new early grade
teachers that were not covered by the State program. Approximately $9 million in Federal funds
are used for the professional development of over 1,500 new teachers, as well as in-service
training for current teachers. The participation rate of current teachers in the federal program
was unavailable, but all 80,000 teachers in the New York City schools are eligible. Funds are
also used to set up district centers for instructional development, to expand early childhood and
elementary education coordination, and provide early childhood professional development.
New York City expects to reduce class size for approximately 90,000 students, or 27% of the
K-3 enrollment.
Norfolk
Norfolk Public Schools used federal Class-Size Reduction funds to hire one additional
teacher at each grade level in grades one, two, and three at nine high-poverty schools in the dis
trict~ a total of 27 new teachers in the early grades. The new teachers were matched with ex
perienced teachers to form instructional teams responsible for all students in each class. To-
new teachers hired were matched with experienced teachers to form in-I
.structional teams ... Together they decide on a team teaching model that best
suits their instructional styles and the needs of their students.
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-Norfolk Public Schools ·
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gether they develop a team teaching model that best suits their instructional styles and the needs
of their students. Several teaching models were presented for consideration by the teams at a
professional development conference held prior to the opening of school. In subsequent work
shops, teachers will be supported in their team efforts and trained in best instructional practices,
including the latest brain research about how children learn. The teams plan lessons and resolve
problems together, and experienced teachers model practices they have found to be the most ef
fective.
Oklahoma City
The Oklahoma City Public Schools spent the majority of their Class-Size Reduction
funds on hiring 41 new teachers in low-performing and/or high poverty schools, including 11
new first grade teachers, 10 second grade teachers, and 20 third grade teachers. Professional
development activities, as well as on-the-job support, are provided for these teachers to learn
how to utilize lower class sizes to teach children more effectively. Professional development ac
tivities and in-service support are provided by teacher consultants-veteran teachers from the
district who have special training as professional development trainers ~nd mentors, and who
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,"Class-Size Reduction funds are supplementing our 'reform efforts in estab
lishing choice schools, and our implementation of effective school programs."
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-Oklahoma City Public Schools
~re resident teachers in the Oklahoma City Public Schools. The district expects that Class-Size
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Reduction funds will increase student achievement, provide more individualized attention for
students, reduce discipline problems, increase instructional time for reading and math, and in
crease teacher flexibility; The federal funds supplement other, state. and local funds. Where
space is not available to establish new classes, the newly-hired teachers are teamed with other
,
instructors to co-teach, ensuring that the benefits of small class size and increased contact are
maintained with small instructional groups. These teachers will receive special training and as
sistance from teacher consultantsin effective co-teaching strategies.
Omaha
Omaha Public Schools used the federal class size funds to hire 30 new teachers- 9
teachers in both first and second grade, and 12 teachers in third grade. All new teachers hired
in Omaha with Class-Size Reduction funds are assigned to a veteran mentor teacher, with
whom they must meet regularly. In addition to the typical training provided to new teachers be
fore they enter the classroom, Omaha also provides professional development throughout the
:school year. Monthly sessions include workshops in Behavior 'Management Training, Class
room Management, Use of Assessment Data, Teaching For Mastery, and Effective Practices. At
the conclusion of the first year,. new teachers must meet with their mentors to discuss progress
a~d next steps.
.
' .
'Philadelphia
The Philadelphia School District has designed an innovative approach to class size re
duction to overcome two major obstacles-a shortage of space for additional classrooms and
the difficulty in hiring certified teachers. The district has hired 288 new teachers, 34 of which
h,ave full certification. This alternative certification approach involves hiring recent college
graduates who are intensely trained in early literacy development and partnered with veteran
teachers, who will also receive intensive professional development. These "Literacy Interns",
the remaining 254 new teachers, undergo a rigorous professional development program deI
,"Philadelphia has focused on students in kindergarten and first grade, using
federal funds to accompany their Early Literacy Framework. Funds for the
'second year...would afford the opportunity for more. high poverty kindergar
..
:ten and first grade classes to participate."
-Philadelphia Public School District
'signed by the district. Pairing new teachers with veteran partners, the teams will be teaching in
self-contained, reduced-size classrooms, delivering research-based literacy instruction in kin
:dergarten and first grade. The professional development will include a nine-day Summer InstiPage 14
�tute on balanced approaches to literacy development, a two-week practicum where the Literacy
Interns will work with students in a classroom staffed with an experienced teacher, a seminar
with adjunct faculty drawn from local colleges and universities during the 1999-2000 school
year, and Mentoring Workshops throughout the year. Philadelphia received a waiver from dis
tributing funds solely to Grades 1-3, due to its continued efforts to provide a rigorous kindergar
ten experience in early literacy. Consequently, Philadelphia has focused its federal funds on the
district's Early Literacy Framework for kindergarten and first grade students. Funds for the sec
ond year of the Class-Size Reduction program will allow more high poverty kindergarten and
first grade classes to participate.
Salt Lake City
The Salt Lake City School District has directed its federal Class-Size Reduction funds to
schools with the largest population of at-risk students, hiring 20 new teachers, including 7 new
first grade teachers, and 11 new ESL and literacy specialists. Federal money is used to staff the
district-wide literacy initiative, including improved instruction for English Language Learners.
Plans for using the Class-Size Reduction funding emerged from site-based decision-making
sessions, and included plans for additional regular classroom teachers, teachers for multi-age
ESL classes in the primary grades, literacy specialists, and additional part-time teachers to re
duce class sizes for reading/language arts.
Tucson
Tucson has been using its own funds to pay for recruiting costs and the professional develop
ment of current teachers, focusing federal Class-Size Reduction funds on the salaries, benefits,
and training of 52 new teachers in Grades 1-3. Federal funds are used to hire additional teach- ,
ers to implement the district's priorities on school-wide improvements, literacy, achievement
gaps, and student performance in schools below the 40th percentile.
Page 15
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Summary of Class-Size Reduction Efforts in the Great City Schools
The following figures represent aid that the Federal Class-Size Reduction funds have provided
for the Great City Schools.
Class-Size Reduction funds
directed to urban schools:
$281 million
Number of hew teachers hired:
3,558
Cost of new salaries and benefits:
$168 million
N umber of new teachers
receiving professional development:
7,762
Number of current teachers
receiving professional development:
14,953
Cost of professional
development for all teachers:
$31.8 million
Recruiting costs:
$2.1 million
Testing costs:
$3.9 million
Areas of greatest need:
Literacy
Mathematics
Bilingual education
Special education
I!
Page 16
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REFERENCE LIST
Achilles et al. (1996) and AIR, RAND, PACE, and EdSource. (1998). Evaluating California's
Class Size Reduction Initiative: The Year 1 Data Collection Component. Grant proposal sub
mitted to the Koret Foundation, Palo Alto, CA.
Finn, Jeremy D. (1998). Class Size and Students At Risk: What is Known? .. What is Next?
Washington, DC: U.S. Department of Education.
Molnar, Alex, Stephen Percy, Phillip Smith, & John Zahorik. (1998). "1997-98 Results of the
Student Achievement Guarantee in Education (SAGE) Program." Milwaukee, WI: University
of Wisconsin-Milwaukee.
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Page 17
�--------~---------Council ofthe Great-City Schools "Glass-Size Reduction" Survey -Results
. #'of Current
Teac~ers"
,
Re,ceivihg :
J.>rofessional
De~e1oprrient ,
Federal Cla!;s
Siie Allocati9n
# of New
Teachers
Total Salary and
6enefits
Anchorage
$1,845,702
40
$1,479,386
0
Atlanta
$3,110,313
58
$1
10
23
Boston
$3,545,000
Broward County
$4,132,500
$4,981,000
38
74
82
55
304
$4,015,977
$4,981,000
,',
'1
.
T~ta1
0
Birmingham
$3,110,313
$810,195
$2,670,420
,Total
.,' ,PtOfession~I"
DevdoPITlerit;<
Total
'CoS:ts foi Ail' ","Rechii ting
Te'acher;: "
C~s'ts
S~hool District
Cleveland
$3,037,137
$3,216,300
Columbus
$3,037,137
58
Dallas
$5,171,868
$2,583,983
75
12
$854,694
29
240
$12,591,360
51
$1,683,000
$2,513,796
$8,379,760
$2,649,205
58
167
$2,320,000
$7,017,211
32
Long Beach
$2,779,119
$2,700,000
92
15
$1.154.148
$2,734,700
Los Angeles
$26,300,000
$3,861,000
Denver
Des Moines
Detroit
EI Paso
.' Fort Worth
Houston
Indianapolis
Jefferson County
$13.315,320
$1,700,000
$731.232
$820,794
203
$727;000
$8,657,179
76
$3,388,916
CostS
$86,105
$0
0
$633,225
$0
$0
0
0
$0
$0
$0
$0
$0
$0
600
300
0
,0
$775,780
$],826,267
$75,000
$0
$0
$208,634
$0
$0
$581,200
$0
315
,0
$17,000
$52,688
$143,440
"$0
$0
,$0
167
0
0
1,518
$0
$0
$0
$0
$0
Grade 1
Reading
$0
$0
Reading/Basic Skills
$0
Bilingual
$0
$0
$0
Reading
Reading/Math
$0
$0
$0
English/Math
9,482
$1,892,000
$7,800,000
$700,000
$3,800,000
Special Education/Math/English
0
$240,000
$116,254
$0
$0
$1,546,658
$0'
Reading
$77,250
$0
$0
Reading
Mesa
$1,119,873
32
$1,119,873
207
$8,439,100
Milwaukee
$10,718,155
$6,218,480
0
207
97
$5,491,406
300
$727,074
$0
$0
33
108.5
808
$1,496,748
NA
$272,001
$0
$3,662,619
217
$581,289
$0
$96,800
$8,138
$50,400.000
NA
$9.000,000
$0
$0
Nashville
$1,811,871
New Orleans
$4,520,91
New York City
$61,190,120
Sp.Ed/Math/Science
�# of Current
F~de~al Class,
# of New
School District Size Allocation
Teachers'
Receiving
ProfeSSIonal
Total
Professiorial
D~veiopme~t
Teache~s
Total Salary and
Benefits
Devel~pment
, t;::o~tsfor All
Teachers
Norfolk
$1,393,861
27
$1,257,000
162
, $74,407
Oklahoma City
$1.482,261
41
$1,327,990
o
$1,508,098
30
$910.410
464
$226,214
288
$2,365,675
42
$1,444,160
Mea of Greatest
N~ed
Elementary High
Schools
$326,231
o
$462,791
$1
254
Richmond
$1
25
$1,21 I
Rochester
$2,376,000
41
$1,675,159
o
o
Sacramento
$1,900,000
31
$1,200,000
425
$661,092
20
$634,269
85
San Antonio
$2,886,204
46
$2,300,000
San Diego
$3,868, I 04
63
San Francisco
Seattle
Tucson
$1,606,764
37
$1,560,686
$1,604,269
34
52
Salr Lake City
',;'
$14,500
o
72
$12,795,416
1
$47,816
$
$2,550,276
ITOTALS
'Total
Recrui~ingTot~ 1;'esting
C(jsts,
' Costs '
At-risk
$1,919,000
Ed.lMath/Science
$0
Special Ed.lMathematics
$15,000
$0
Elementary Education
$700,000
$0
$0
, Reading/Math
$13,607
$0
$0
ESLlLiteracy
18
$432,931
$66,687
$0
Reading/Math
$2,800,507
o
$1,067,597
$1,574,629
80$32,135
$1,273,000
$1,501,708
0
0
$215,000
$54,433
$0
$0
Literacy
$0
$0
Math/Literacy
$100,000
$0
$0
$0
',,$:i2o,p~i,625, ':3;55ij;';',;';,::$i67;'7~8;16Li;;:':',; i,4;95r,."J3J;~44',5~~L:" '~:$iii;4.3;9,53,
"$3i89Z,63S]
n= 40
I, Total Salaries and Benefits, Professional Development COStS, Recruiting Costs, and Testing CostS do not sum to total Federal Class Size Allocation,
At the time of this survey, some districts were unable to determine exactly hawaii of its federal allocation would he used, and therefore only reported the
funds which had already been budgeted or spent,
_._-'----
�------------------Council ofthe Great City Schools"Class::-Size Reduction" Survey Results-- NEW TEACHERS,
N~w Salar,ies
# of New T eathers '
Schooi District
Anchorage
Atlanta
Birmingham
, Boston
Broward Coun'ty
Cleveland
Columbus
Dallas
Denver
Des Moines
Detroit
EI Paso
Fort Worth
Houston
Indianapolis
Jefferson County
Long Beach
-Los Angeles
Memphis
Mesa'
Miami-Dade
Milwaukee
Nashville
New Orleans
New York City
Norfolk
Oklahoma City
Omaha
Orange County
Philadelphia
Pittsburgh
Grade One Grade Two Gtade Three.
Other
40
9
7
74
82
16
75
4
3
80
18
27
127
4
49 '
16
20
22
4
1
80
17
16
13
19
4
r
24
80
16
15
27
8
15
203
30
9
62
89
11
40
28
6
76
7
5
37
18
3
69
1
17
32
NA
NA
NA
9
11
10
9
9
9
20
12
NA
9
20
12
144
10
14
144
Total'
40
58
23
38
74
82
. 58
75
12
29
240
51
58
167
32
92
15
203
76
32
207
97
33
109
808
27
41
30
72
288
42
Grade One,
$1,479,386
$0
Grad~Tw6,
and
"Grade Tht~~>
$482,634
$115,742
$2,627,679
$694,453
$4,015,977
$4,981,000
$864,000
$1,080,000
$1,093,137
$243,744
$70,283
$4,197,120
$594,000
$1,080,000
$5,336,442
$156,447
$243,744
$33,910
$4,197,120
$561,000
$640,000
$546,250
$632,5%
$243,744
$31,222
$4,197,120
$528,000
$600,000
$1,134,519
$327,683
$685,380
$37,422
$727,000
$8,657,179
$1,337,730
$314,964
$2,527,653
$5,114,516
$498,916
$1,345,127
$1,248,548
$209,976
$3,098,414
$296,029
$226,780
$1
1,784
$802,638
$104,993
$2,813,033
$80,861
$771,052
$1,065,708
NA
NA
NA
$419,000
$356,290
$273,123
$419,000
$323,900
$273,123
$419,000
$647,800
$364,164
$5,192,250
$361,792
$610,048
$472,320
$489,940
NA
$5,292,000
$1,479,386
$3,110,313
$810,195
$2,670,420
$4,015,977
$4,9?1,000
$3,037,137
$3,216,300 '
$731,232
$820,794
$12,591,360
$1,683,000
$2,320,000
$7,017,211
$1,154,148
$2,734,700
$727,000
$8,657,179
$3,388,916
$1,119,873
$8,439,100 '
$5,491,406
' $1,496,748
$3,662,619
$50,400,000
$1,257,000
$1,327,990
$910,410
$2,438,064
$10,484,250
$1,444,160
�# of New Teachers
School District
Grade One Grade Two
7
13
Richmond
Rochester
Sacramento
Salt Lake City
San Antonio
San Diego
San Francisco
Seattle
Tucson
ITOTALS
1
6
14
Grade Three
12
13
New Salaries and Benefits
Total
Other
I
31
7
46
II
37
27
1,074
,
17
431
8
465 ,
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Grade One
Grade three
$350,000
$531,152
$561,600
$531,152
$5,620
$38,124
$794,173
6
$300,000
$571,998
$269,009
$2,300,000
25
41
31
20
46
63
37
34
52
03;558
,Grade Two
$490,943
Other
$216,593
$45,004,094 , $17,8~9,159
$40,857
$1,200,000
$321,5[6
Total
$1,211,600
$1,675,159
$1,200,000
'$634,269
$2,300,000
$2,800,507
$1,574,629
$1,273,000
$1,501,708
$~tr,366,595 ,,$H,451;j94;,;;.$1(J:;;(Z8~i 76(
n", 40
1. Since some respondents were only able to provide the total number of new teachers, and not a per-grade breakdown, individual grades <.\0 not sum
to
totaL
�------------------Counctlof the Great Cit] Schools "Class;oSize Reduction " Survey Resu[ts-;. PROFESSIONAL 'DEVELOPMENT
School
District.
Gr~de.
One
Anchorage
40
Birmingham
Boston
Dallas
75
,Denver
Detroit
80
EI Paso
18
Fort Worth
27
127
Houston
Long Beach
1,137
Los Angeles
Memphis
30
Miami-Dade
62
Milwaukee
89
II
Nashville
80
New Orleans
~ New York City .
Norfolk
9
21
Oklahoma City
41
Omaha
Philadelphia
144
16
Pittsburgh
Rochester
13
Sacramento
. Salt Lake City
28
San Antonio
San Diego
San Francisco
Grade
Two
Grade
Three
7
16
80
17
16
13
Other
80
16
15
27
852
28
76
7
5
74
697
18
69
9
18
29
9
20
52
15
1,083
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17
63
169
144
14
14
'. :'All' i{:~cic}h~rs'
.CurreritTeachers
New.Teachers
12
13
I
31
5
37
Total
Number
40
23
38
75
60
240
51
58
167
15
3,769
76
207
97
33
217
1,598
27
228
122
288
4:4
41
31
5
28
63
37
'Total Cost
Grade' G fade
. Two'
. One
. Total
Grade
Three.Othet 'Number
T~·'~I···
. 27
10
11
200
200
200
$84,000
$581,200
125
. $52,688
$71,720
105
85
127
13
27
$1,560,000
$240,000
$773,329
$363,537
$24,038
$422,098
2,653
1,141
2,440
62
100
76
100
74
$44,600
$146,701
9
9
9
157
125
168
33
18
26
1,518
3,248
139
$1,419,000
$300,000,
$462,791
167
1,518
9,482
207
300
$71,720
$6,240,000
217
$773,279
$363,537
$247,963
. $159;191
135
162
$29,807
129
464
254
$500,000
63 '
425
$5,471
$1,742,267
315
69
100
80,
55
304
600
300
26
425
85
18
$1,067,597
80
80
>1.'
.,
. t otaJ'(i6st
$86,105
7
,c,
$8,136
40
78
342
675
360
240
366
58
334
1,533
13,251
76
414
397
33
434
1,598
189
228
586
542
42
41
456
90
46
63
117
$86,105
$25,000
$633,225
$775,780
$1,826,267
$581,200
$17,000
$52,688
$143,440
$1,892,000
$7,800,000
$240,000
$1,546,658
$727,074
$272,001
$581,289
$9,000,000
$74,407
$146,701
$226,214
$1,919,000
$300,000
$462,791
$700,000
$13,607
$432,931
$1,067,597
$32,135
�New Teachers
School'
District
Seattle
Tucson
.Gradd .., Grade
One 'two
CurrentTeachers
Grade
Three
Total
Other
COSt
. Cra&.qrade
One,Tw6
TofalCost
34
27
17
.2,075,' 1,276
1,133
52
8
1,485
34
52
$21
$54,433
2i;255
$31:844,54~
$54,433
$7,889;}08
'. 3,696 . i,922
3,169
5,562
14,953
$10,220,900
n= 30
1. Since some respondents were only able to provide the total number of new teachers, and not a per-grade breakdown, individual grades do not sum to total.
Certain respondents were also only able to provide the total amount spent on professional development, so the individual breakdown for new or current teachers
do not sum to the total spent on professional development.
�-------------------
~-
-
--
..
.
-Council ofthe Great City Sihools "Class-Size Reduction" Survey Results-- RECRUITING
... . .
~
, De~cription
$6,500
$2,000
New Orleans
. Norfolk
Omaha
Orange County
Philadelphia
Rochester
San Antonio
Seattle
$47,816
$326,231
$26,281
$8,000
$325,000
$15,000
$66,687
$100,000
ItOTALS:~' ,','N:.'.";.' .i"':. ~,.', .... , ,," .'.. " "',$146634
i,,·,"$2·143'953'
. '~ .. ' '.. .. .. ..
~ :.<':'
c',
•
-.
:'
..
. .... ,.
....
$86,800
$44,816
$15,503
$2,778
$325,000
'$133',,'503\-,,:·,·' $75,QOQ"·,-<::X',$'761'800-T <",,", $372'5941
'.~
,.._~.:
,._.".<~ .... ':''''''~''>-:<'''';';''''
~,".".
",-
••• _. _,,'
•
•
.'.:.",
..
<....'
• ) ...
"n" . . . .
,.
.....
_, -'"
h,<-v:,
• _ .';
n= 13
I. Memphis has allocated $116,254 for recruitment, but had
ofoi:her
spent $47,000 at the time of the survey.
, [,
Stafflr nduction Program
Recruitment/training
Postage/supplies
Recruitment staff
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ApPENDIX A '
CLASS SIZE REDUCTION PROGRAM
PL 105-277
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Class Size Reduction Program
PL 105-277
SEC. 307. (a) From the amount appropriated for title VI of the Elementary and Secondary Edu
; cation Act of 1965 in accordance with this section, the Secretary of Education
1. shall make available a total of $6,000,000 to the. Secretary of the Interior (on behalf of
the Bureau ofIndian Affairs) and the outlying areas for activities under this section; and
2. shall allocate the remainder by providing each State the greater of the amount the State
would receive if a total of $1,124,620 were allocated under section 1122 of the Elemen
tary and Secondary Education Act of 1965 of under section 2202(b) of the Act for fiscal
year 1998, except that such allocations shall be ratably increased or decreased as my be
necessary.
(b)( 1) Ea.ch State that receives funds ,under this section shall distribute 100 percent of such
funds to local educational agencies, of which
1. 80 percent of such amount shall be allocated to such local educational agencies in
proportion to. the number of children, aged 5 to 17, who reside in the school district
served by such local educational agency from families with incomes below the pov
erty line (as defined by the Office of Management and Budget and revised annually
in accordance with section 673 (2) of the Community Services Block Grant Act (42
U.S.C. 9902(2))) applicable to a family of the size involved for the most recent fiscal
year for which satisfactory data is available compared to the number of such indi
viduals who reside in the school districts served by all the local educational agencies
in the State for that fiscal year; and
2. 20 percent of such amount shall be allocated to such local educational agencies in
accordance with the relative enrollments of children, aged 5 to 17, in public and pri
vate nonprofit elementary and secondary schools within the boundaries of such
agencies;
(2) Notwithstanding paragraph (1), if the award to a local educational agency under this sec
tion is less than the starting salary for a new teacher in that agency, the State shall not make
the award unless the local educational agency agrees to form a consortium with not less than
1 other local educational agency for the purpose of reducing' class size.
(c )( 1) Each local educational agency that receives funds under this section shall use such
funds to carry out effective approaches to reducing class size with highly qualified teachers
. ,to improve educational, achievement for both regular and special-needs children, with par
ticular consideration given to reducing class size in the early elementary grades for which
,someresearch has shown class size reduction most effective.
(2)(A) Each such local educational agency may pursue the goal of reducing class size
through-
.
1. recruiting, hiring, and training certified regular artd special education teachers
and teachers of sp~cial-needs children, including teachers certified through State
and local alternative routes;
2. testing ~ew teachers for academic content knowledge, and to meet State certifi
cation requirements that are consistent with title II of the Higher Education Act·
I .
�of 1965; and
3. providing professional development to teachers, including special education
teachers and teachers of special-needs children, consistent with title II of the
Higher Education Act of 1965.
2. A local educational agency may use not more than a total of 15 percent of the award
received under this section for activities described in clauses (ii) and (iii) of subpara
graph (A).
3. A local educational agency that has already reduced class size in the early grades to
18 or less children may use funds received under this section
1. to make further class-size reductions in grades 1 through 3; ,
2. to reduce class size in kindergarten or other grades; or
3. to carry out activities to improve teacher quality, including professional develop
ment.
1. Each such agency shall use funds under this section only to supplement, and not to
supplant, State and local funds that, in the absence of such funds, would otherwise
be spent for activities under this section.
2. No funds made available under this section may be used t~ increase the salaries or
provide benefits, other than participation in professional development and enrich
ment programs, to teachers who are, or have been, employed by the local educa
tional agency.
(d)( 1) Each State receiving funds under this section shall report on activities in the State
under this section, consistent with section 6202(a)(2) of the Elementary and Secondary
Education Act of 1965.
(2) Each school benefiting from this section, or the local educational agency serving that
school, shall produce an annual report to parents, the general public, and the State edu
cational agency, in easily understandable langu~ge, on student achievement that is a re
sult of hiring additional highly qualified teachers and reducing class size.
(e) If a local educational agency uses funds made available under this section for profes
sional development activities, the agency shall ensure for the equitable participation of
private nonprofit elementary and secondary schools in such activities. Section 6402 of
the Elementary and Secondary Education Act of 1965 shall not apply to other activities
under this section.
(f) ADMINISTRATIVE EXPENSES. - A local educational agency that receives funds
under this section may use not more than 3 percent of such funds for local administra
tive costs.
(g)REQUEST FOR FUNDS.- Each local educational agency that desires to receive
funds under this section shall include in' the application required under section 6303 of
the Elementary and Secondary Education Act of 1965 a description of the agency's pro
grams to reduce class size by hiring additional highly qualified teachers.
This title may be cited as the "Department of Education Appropriations Act,
1999".
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ApPENDIX
B
CLASS SIZE REDUCTION PROGRAM SURVEY
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Council ofthe Great City Schools
"Class-Size Reduction" Program Survey
The following questions regard the funds your district received from the
"Class-Size Reduction" program for the 1999-2000 School Year.
;School District: _______________
Phone: ______________________
Name of Person Responding: __________
Fax: _______________
Note: Please provide projected or approximate numbers if actual amounts are not yet known.
,
,
:1. Actual amount of district's "Class-Size Reduction" program (CSR) grant award:
2. Amount of CSR funds district has spent on recruiting costs:
Total:
, Advertising:
i,
Travel tointerview prospective teachers:
Hiring bonuses:
Hiring packages (paying for college tuition, moving'expenses, etc.):
;
;
Other (please list activities below):
3. Please complete the table below for the new teachers that your district has hired, or plans to hire,
with CSR funds. "Area of Greatest Need" represents the critical subject or shortage areas in your
'qistrict (i.e. mathematics, special education, etc.).
!4. Amount of CSR funds district has spent on:
.
Testing new teachers for academic content knowledge:
Testing new teachers to ,meet State certificate, requirements:
Feel free to contact Manish Naik at (202) 393-2427 with any questions.
Please fax the completed 2-page survey no later than September 3, 1999 to
Manish Naik at (202) 393-2400. Thank you.
�Sa. Amount of CSR funds district has spent on professional development:
New teachers:
Current Teachers:
Sb. Please provide the number of current and new teachers who have received, or are planning to
receive, professional development with CSR funds.
Grade Two
Grade Three
Other (Grades_ __
TOTAL
6. Please list the CSR-related professional development activities for teachers in your district. Also
indicate with an "x" whether the participants were new or current teachers (or both), and the total
amount of CSR funds spent on each activity.
.
7. How would your district spend a 15% increase in the annual CSR allocation funds if they
became available to you for the 2000-2001 School Year?
8. Which of your reform efforts aimed at turning around the lowest-performing schools will the
.
federal CSR funds supplement?
Feel free to conracr Manish Naik at (202) 393-2427 with any questions.
Please fax the completed 2-page survey no later than September 3, 1999 to
Manish Naik at (202) 393-2400. Thank you.
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Kendra Brooks - Printed Materials Series
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="https://catalog.archives.gov/id/648021" target="_blank">National Archives Catalog Description</a>
<a href="http://clinton.presidentiallibraries.us/items/show/36030">Collection Finding Aid</a>
Description
An account of the resource
The Kendra Brooks Printed Materials series consists of publications related to national and state education goals and standards, funding for education, class-size reduction, school safety, after-school programs, reading reform, teacher quality and preparation, and student assessments.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office FIles
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Extent
The size or duration of the resource.
130 folders in 13 boxes
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Kendra Brooks
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Reducing Class Size in America's Urban Schools]
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Kendra Brooks
Printed Materials
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 19
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/KendraBrooksPrintedMaterials.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/648021" target="_blank">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
1/20/2012
Source
A related resource from which the described resource is derived
648021-reducing-class-size-in-americas-urban-schools
648021