Queens faces big hurdles under new class size law, city says — Queens Daily Eagle
Queens faces big hurdles under new class size law, city says ... Queens Daily Eagle
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Queens School Districts Face Challenges in Meeting Class Size Laws, According to Report
Queens schools, like The Bay Terrace School in Northeast Queens, will be required to hire more teachers than most other schools once the city is required to begin lowering class sizes in its schools. Eagle file photo by Ryan Schwach
Introduction
Queens school districts in New York are facing significant challenges in meeting new class size laws, according to a report from the city’s budget office. The implementation of these laws, which aim to align class sizes with state and federal levels and comply with a court mandate, will require hiring more teachers and finding additional space for students. This article examines the impact of the class size laws on Queens and highlights the need for sustainable solutions to address these challenges.
Class Size Laws and Their Impact
Last year, the New York State legislature passed laws to gradually reduce class sizes in the five boroughs over the next five years. The report from the Independent Budget Office (IBO) states that Queens will face the most strain in accommodating these laws. The new regulations, sponsored by Queens State Senator John Liu, will mandate smaller class sizes determined by grade, with a 20% decrease each year. By the end of the five-year period, kindergarten through 3rd grade classes will be limited to 20 students, 4th through 8th grade classes to 23 students, high school classes to 25 students, and large instruction classes to 40 students.
Challenges Faced by Queens School Districts
The decreased class sizes will require individual school districts in Queens to hire additional teachers, expand existing school buildings, and construct new ones. According to the IBO report, each of Queens’ seven school districts would experience over-enrollment once the law is fully implemented. In fact, 13 out of the city’s 32 school districts would have more than 50% of classes exceeding the new class size limits, with seven of those districts located in Queens. For example, Queens School District 24, which includes central Queens areas such as
SDGs, Targets, and Indicators Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
The article discusses the new class size laws in New York City, which aim to bring class sizes in line with state and federal levels and comply with a court mandate. The focus on improving class sizes and providing a better education for students aligns with SDG 4, which aims to ensure inclusive and equitable quality education for all.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
- Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
The article highlights the need to hire more teachers, expand school buildings, and build new ones to accommodate the smaller class sizes mandated by the law. These actions aim to improve the quality of education and ensure equal access to education for all students, addressing targets 4.1 and 4.5 under SDG 4.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Enrollment rates in schools
- Class size limits
- Percentage of over-enrolled classes
- Number of additional teachers needed
The article mentions that Queens’ school districts would see over-enrollment once the law is fully in place, indicating the need to measure enrollment rates in schools. It also specifies the class size limits for different grade levels and large instruction classes, which can be used as indicators to measure progress towards achieving smaller class sizes. The percentage of over-enrolled classes and the number of additional teachers needed can also serve as indicators to track progress towards reducing class sizes and ensuring equal access to education.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes. | – Enrollment rates in schools – Class size limits – Percentage of over-enrolled classes – Number of additional teachers needed |
| SDG 4: Quality Education | Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. | – Enrollment rates in schools – Class size limits – Percentage of over-enrolled classes – Number of additional teachers needed |
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Source: queenseagle.com
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