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News: Interview
Helen Pate-Bain
Helen Wise
Proof Positive: Class Size Matters
Fueled by experience and knowledge, two former NEA presidents lead a
NEA-AFT effort to reduce class size--via the Internet.
If you combine their experiences,
Helen Pate-Bain and Helen Wise--both NEA Presidents in the 1970s--have over
80 years in education and Association work, 50 in the classroom alone. While
Bain is the mastermind behind Project STAR, the irrefutable Tennessee class-size
study, Wise fought for public education in the Pennsylvania Legislature and
in the governor's office as deputy chief of staff.
Leaving retirement behind, they joined forces this year to create Reduce
Class Size Now--a campaign to utilize the Internet as a tool to actively
promote the reduction of class sizes across America (at www.reduceclasssizenow.org).
They spoke recently with NEA Today.
Q: Why did you
pick class size as your focus for improving education?
Bain: That's simple--because I was a teacher. Everybody who teaches school
knows that one of the crucial elements of student success is class size. When
I was younger, I would try to talk to my legislators about the importance
of small class sizes and they would tell me, "teachers are just lazy; you
want less students so it will be less work." Boy, did that spark me into action.
From there on out I was determined to prove how important class size really
is. That's why I got involved with the STAR research, and that's why I helped
start this campaign.
Q: What is Reduce
Class Size Now's strategy?
Wise: It starts with the premise that knowledge is power, and we all know
how much knowledge is on the Internet. Through our Web site, people can access
current class size research, see what efforts are being made where, and connect
with each other to develop action plans and timelines. The site also addresses
anti-small class size literature and public education critics. I firmly believe
that if we facilitate information sharing and attack critics head-on, interested
individuals and groups will start to organize themselves into coalitions that
will bring about class size change.
Q: How did you
get started on this campaign?
Wise: Two months out of the winter I live in Gulf Shores, Alabama--which is
where Helen lives year-round. We met for coffee one day in February and she
absolutely wowed me with her energy and knowledge on the subject. She convinced
me that together we could make a difference. Within months, we got support
from both NEA and AFT, hooked up with technology experts, and launched the
Web site.
Q: People have
talked about class size for decades. Why is this issue winnable now?
Bain: This is winnable for several reasons. First, we have concrete significant
research through STAR that proves reducing class sizes in grades K-3 has a
lasting impact on children as they get older. Second, for the first time in
history, the federal government has earmarked a large amount of money specifically
for this purpose--an anticipated $12.4 billion over 7 years to help schools
hire teachers and reduce class size in the early grades. This year alone,
states are receiving between $6 million and $130 million. In addition, practically
every state has its own budget surplus right now. I can't think of a better
time to make this happen. We have the research and success stories, we have
the dollars, and we have an increased interest in education, fueled by politicians
and concerned citizens. Now we just have to combine the three to bring about
this change.
Q: One criticism
of the California effort to reduce class size is that the state couldn't find
enough good teachers to staff the smaller classes, so they hired unqualified
people. How can we deal with problems like this?
Wise: We have to get creative. Maybe instead of reducing all K-3 classes in
one year--as California did--you reduce grades by a year at a time. For now
we can add aides, or subdivide large classes for subjects like reading.
Our answer to lots of students has always been to bring in trailers, or build
new buildings, or jam 40 children in one classroom. But in every community
in America we have empty buildings. Now I'm not saying we waive safety regulations,
but why can't we start investigating how to use these empty buildings to our
benefit? As a child, I was taught math in a church basement because we didn't
have enough rooms in the school. Did I learn less math? Absolutely not. I
would have learned less math if I had been crammed into a 40-student classroom.
I know there are challenges with reducing class sizes--including how to get
good teachers. But now is the time to get creative in finding solutions. What's
the alternative?
Q: How can individuals
help with the campaign?
Bain: Most educators have a difficult time getting involved in politics, but
on this issue, we absolutely must. Find out who your state representatives
are and ask them where they stand on the class size issue. Feed them as much
research and literature as you can--a lot of which you can get from the Web
site.
Wise: I agree. Educators are going to be the change-agents for this issue.
Look at our Web site, see how much money your state received from the federal
government, and go find out how it was spent. Start asking very public questions
and demand accountability. Begin with your school board; make them tell you
where your district's share of the dollars went. If you have too many children
in your classroom, talk to their parents and let them know their kids are
being shortchanged. There aren't many parents who, if told their children
could be taught in smaller classrooms, wouldn't take action to help make that
happen. We invite all school employees and parents to join us in this campaign
to make smaller class sizes a reality by 2004.
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