A mantra we had during my 21 years as a teacher at Winthrop School was, “all students are your students.” In other words, we were “one school” regardless of what grade I taught. I could often be found in a first-grade classroom during a writing lesson, working with kindergarten students during their partners’ science lessons, helping out in the office for a playground conflict involving third graders, and thoroughly enjoying the Pre-K end-of-year show.
All students were my students.
That is the culture of “one school.” Vertical (preK-5) and horizontal (fifth) teams, not me locked away in my singular classroom bubble, working for all of our students. One school supports the idea that the kindergarten student I get to know now, will show up one day in fifth grade and will have a connection with me.
One school supports families who need connections, familiarity, and assistance. One school supports staff understanding of teaching and curriculum through all grade levels. One school nurtures connections, familiarity, and belonging. To have this culture, however, size matters.
I cannot believe that the district is going down the path of instituting one mega-school for elementary students under the banner of fairness for all. Granted, it is a very luscious carrot, at the end of a very big stick. It appears to spread the resources, give everyone something, fix many problems. But, it also creates a Frankenstein school that will be around for decades. A physical plant that will dramatically change the cultures of both elementary schools by its sheer size alone.
Who has done the research?
In a study on elementary school size (“based on solid data and appropriate methodology”), Ready and Lee note, “rather than the constant mantra of ‘small is good,’ our results lead us to a different proclamation: ‘large is bad.’ “
Slate and Jones make a good point when they argue that “…there has been an overemphasis on reducing expenditures rather than focus on how school size affects the quality of students’ education.” Sound familiar?
So, what is the magic number?
According to recent figures from the National Center for Education Statistics, the mean for elementary schools in Massachusetts is 398 students.
Four studies, Goodlad (1984), Sergiovanni (1993), Raywid (1999), and Fine and Somerville (1998) recommend elementary school sizes at 300-350 students. They take into consideration issues of discipline, learning outcomes, student feelings of belonging and anonymity.
Ipswich is taking a big risk, with generational consequences, in proposing one mega-elementary school.
So, my question is: Are those pushing this decision unaware of the research, or just choosing to ignore it?
Imagine downtown Ipswich filled with big box stores. Why, then, would you want a big box elementary school?
Size does matter.
Doug MacLeod
Former 5th-grade teacher
Sacramento, California