[Winona Online Democracy]
Hello John,
I am not dodging your question. It is a very good and valid question. I
simply do not have the hard data you are asking for.
Again, I would like to see those hard numbers myself.
My observations are based on my ten years of experience at the High School
and my memory of class sizes over the years. I will readily admit that a
fair and accurate number analysis would give a more fair and accurate
picture of the changes over time. I will readily admit my memory is not
perfect and is subjective. (Heck, I'll even admit my memory is even fading
with the passage of time.)
;->
Please feel free to ask someone within the District Administration for the
information about my classes over the last ten years. I would be glad to
see it publicly presented.
Dwayne Voegeli
Dec. 27, 2005
======================
----- Original Message -----
From: "jj" <[EMAIL PROTECTED]>
To: <[email protected]>
Sent: Tuesday, December 27, 2005 7:48 AM
Subject: Re: [Winona] You Know Class Sizes Are Too Big At the
HighSchoolWhen...
[Winona Online Democracy]
Dwayne did not answer the question, so I will ask again: What is the mean
class size? And how has it changed over the past six years? What subject
is taught in the class he speaks of?
Leslie Hittner:
Large numbers of single section classes make any kind of
scheduling system ( 4, 5, 6, or 7 period) nearly impossible to work with.
Perhaps some help from the algorithmically talented could help with the
problem of making schedules. If the problem is impossible, how are you
solving it today? Or is it merely tedious? Or have the schedulers just
given up? Understanding the problem completely can point to hidden
problems and solutions. For example, a class without enough desks is
simply unacceptable. Is there another classroom with enough that's being
utilized improperly? Or does this point to a justification of a larger
building or more instructors. WE DO NOT KNOW because we do not know the
problem. (What you speak of could be a classic NP Complete problem, but
often problems like class scheduling can be sufficiently accommodated.)
How has that value changed in 10 years? How many single
section classes are in the schedule today compared with 1995
(in total and as a percentage of the entire schedule)?
Okay, let us have an answer to that, but also we need to know how the
numbers affected students and outcomes. Not all large classes are a bad
thing.
As single section classes grow in numbers, however, students are
hurt in at least two ways: (1) less efficient use of teaching and
learning time within each class and (2) [. snip repeat of above.]
Is there evidence that the large classes in particular (not all large
classes - these particular classes) cause less effective teaching, or
might there be methods to teach them that are not being employed? Who,
what is failing here?
john stafford
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