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Student–teacher ratio

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The number of attending students divided by the number of teachers in an institution
Student-faculty ratio at Toronto Metropolitan University compared to Ontario average over years.

The student-teacher ratio, or student-faculty ratio, is the number of students who attend a school or university divided by the number of teachers in the institution. For example, a student-teacher ratio of 10:1 indicates that there are 10 students for every teacher. The term can also be reversed to create a teacher-student ratio.

A related measure is the staff-child ratio, the number of children for whom each childcare staff member (or family childcare provider) is responsible for supervising.

The ratio is often used as a proxy for class size, although various factors can lead to class size varying independently of the student-teacher ratio (and vice versa). In most cases, the student-teacher ratio will be significantly lower than the average class size.

Each grade level has a varied student-teacher ratio. The average ratio, starting with four-year-old preschoolers, is 1:10. Since "children are at a crucial developmental stage where they are learning fundamental skills like social interaction, self-regulation, and basic academic concepts and require a supportive and nurturing environment to build a strong foundation for future learning," the teacher-to-student ratio is low at this age because children need more supervision and help in the classroom during this time (Hayenga, 2024). Children misbehave when they are young, which makes it difficult for teachers to focus all of their attention on one pupil in a classroom with a low student-teacher ratio. In primary school, the ratio of students to teachers varies by grade or age.

According to Hayenga (2024), the average teacher-to-student ratio in public primary schools in the United States is between 1 and 15.3. Children begin switching classes for different courses when they get to middle school, and the average time for these subjects is 1:20. When children enter middle school, there are several in-class issues because of talking back and disrespecting teachers, which is why classes are declining again. Children then start to encounter many firsts as they enter high school, where classes are constantly changing. During this stage, children begin to mature and become adults. In the United States, the average teacher-to-student ratio in public schools is 1:18. Less than 18 pupils in a class are more likely to succeed academically, according to research.

Student-teacher ratios vary widely among developed nations In primary education, the Organisation for Economic Co-operation and Development's (OECD) member countries' average student-teacher ratio in elementary school is just below 16. however ranges from 40 in Brazil to 28 in Mexico to 11 in Hungary and Luxembourg.

Relationship to class size

Factors that can affect the relationship between student-teacher ratio and class size include the number of teachers with non-teaching duties, the number of classes per teacher, and the number of teachers per class. In addition, if there are small classes for a small number of students, for example, for special education or second language learners, the student-teacher ratio for the institution as a whole will be misleadingly low relative to the average student's experience.

Class size is the number of students in a classroom or a course. The student-teacher ratio is the overall number of students divided by the number of teachers in the district. They are similar because they measure the number of students to teachers. For example, if a classroom has 25 students, then their class size is 25. But if a school has 10 teachers and 200 students, the student-teacher ratio is 1:20.

The average student-teacher ratio in both Israel and the US is 15; however, the average class size in Israel is 27 while in the US it is 21. This is an illustration of this difference.

Background

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A low student-teacher ratio is often used as a selling point to those choosing schools for tertiary education. On the other hand, a high student-teacher ratio is often cited for criticizing proportionately underfunded schools or school systems or as evidence of the need for legislative change or more funding for education.

In the United States, some states have enacted legislation mandating a maximum student-teacher ratio for specific grade levels, particularly kindergarten. When such figures are stated for schools, they often represent averages (means) and thus are vulnerable to skewing. For example, figures may be biased as follows: if one classroom has a 30:1 ratio and another has a 10:1 ratio, the school could thus claim to have a 20:1 ratio overall. In schools, such ratios are indicative of possible staff changes. If the student-teacher ratio is 50:1, the school will probably consider hiring more teachers. If the ratio is very low, classes could be combined and teachers fired. In extreme cases, the school may close due to its apparent redundancy.

Classes with too many students are often disruptive to education. Also, too many students in a class results in a diverse field of students with varying degrees of learning ability. Consequently, the class will spend time for fewer academic students to assimilate the information, when that time could be better spent progressing through the curriculum. In this way, student-teacher ratios are compelling arguments for advanced or honors classes.

Over time, the average class ratios have changed tremendously. In 1955, the student-teacher ratio was 26.9 to 1. Then in 1985, it was changed to 17.9 to 1. But in 2008 it decreased to 15.3 to 1 teacher. By 2010, 2011, and 2012, it became an average of 16 students to 1 teacher. (teachers and pupil/teacher ratios).

According to the National Education Association, class sizes are becoming a common and growing issue among students and teachers. (Flannery, 2023). Students have many individual needs, and when teachers have 30-40 students in one classroom, it is extremely difficult to meet each student's needs.  Almost 40 years ago, there was a project called “Star,” which overall compared students' test scores based on their class size. The results show that students with smaller class sizes did extremely well.

Effects on student performance

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Numerous sources argue that lower student-teacher ratios are better at teaching students complex subjects, such as physics, mathematics, and chemistry, than those with a higher ratio of students to teachers. Commonly, the schools with lower student-teacher ratios are more exclusive, have a larger number of white students, and are in non-inner urban areas and/or fee-paying (non-government) institutions.

The manifold arguments and controversies of funding and student-teacher ratios have been the basis for a multitude of studies and debates. One view is illustrated below:

Many analysts have found that extra school resources play a negligible role in improving student achievement while children are in school. Yet many economists have gathered data showing that students who attend well-endowed schools grow up to enjoy better job market success than children whose education takes place in schools where resources are limited. For example, children who attend schools with a lower pupil–teacher ratio and a better educated teaching staff appear to earn higher wages as adults than children who attend poorer schools.

Correlation between class size and reading performance from the results of the U.S. National Assessment of Educational Progress reading tests given in 2005 to 4th and 8th graders

Smaller classes are widely believed to benefit all pupils because of individual attention from teachers, and low-attaining pupils are seen to benefit more at the secondary school level, where the content level is more challenging. Pupils in large classes drift off-task because of too much instruction from the teacher to the whole class instead of individual attention, and low-achieving students are most affected. Students benefit in later grades from being in small classes during early grades. Longer periods in small classes resulted in more increases in achievement in later grades for all students. In reading and science, low achievers benefit more from being in small classes. The benefits of small class sizes reduce the student achievement gap in reading and science in later grades. In contrast, in East Asian countries like Japan, larger class sizes are valued for the opportunities they give children to rub shoulders and socialize in the group, especially at the lower levels, and particularly in preschool.

There are many benefits when it comes to having a smaller teacher ratio, including behaviors, test scores, and individual impacts. Several studies have shown that students with lower ratios have lower dropout rates and are more likely to enroll in college by the age of 20. Ratios affect behaviors because most children act out because they need or want attention; with a smaller ratio, a teacher can notice those behaviors. Test scores show tremendous improvements because teachers can look at each student's progress and help them grow individually and help them where they need it the most. Teachers can make a big impact on these children that last a lifetime. Being able to support them and show them at games or activities overall makes a huge impact on the child academically and socially.

Students of different races benefit the most from smaller ratios for several reasons. Minority students get individual attention, are encouraged to participate, and get a sense of belonging in these small classes. Students with difficulties learning can benefit the most because not only can they form a stronger relationship with their teacher, but also the teacher can get a better understanding of what helps that individual child to learn effectively. When teachers have a smaller ratio, they can observe each child academically and socially. In smaller classes, teachers can notice any concerns or anything that might seem off. This allows them to reach out to the child's family and share their concern and see if the child may need further help. For example, a child's teacher may see them not staying on topic and constantly moving, so they may strike the concern of ADHD with the parent. If a child is having trouble reading or writing letters at a later age, the school may communicate that the child may need an IEP. (Brown, 2023).

When the class ratio is high, it is hard for teachers to create connections with their students and families. One-on-one time in class is important for each student. When the class ratio is too high,  there is not enough time for one-on-one learning. A smaller class ratio allows for teachers to focus on the individual needs of students. During one-on-one interactions, teachers can focus on the individual needs of their students. Meeting the individual needs of each student is important so each student can academically succeed.  An example of a child's needs may be test taking. If a child's test results may need to be corrected, the teacher can sit and talk to them about their mistakes and explain why. When in a larger class, there are more distractions, causing all students to be monitored at all times, making it harder to make one-on-one meetings. Most children start learning at home with their parents. When learning at home, it is very easy and during this time their parents will teach them small things like letter sounds, colors, and how to count to ten. This one-on-one time can be beneficial to help kids understand a schedule and how to do homework. But, on the other hand, while a child is at home, they get used to that one-on-one learning, which can affect them academically in a larger classroom. Some children may not be able to adjust to having many students around them, while other students cannot adjust to not having individual time, causing them to fall behind.

Teachers not only want to create strong bonds with students but their families as well. When a parent notices their child getting personalized attention and making progress, it creates trust. In a smaller classroom, teachers may be able to set aside times for evaluating each individual and then meet with families later on to discuss. In a larger class, it is harder to have these conferences. With smaller class sizes, teachers can communicate more frequently about the child and how to help them in and out of school, while also looking at focus points and setting goals for the student. Parents also get a sense of belonging; they feel comfortable reaching out with comments or concerns, and they tend to become actively involved in their children's learning.

The effects student-to-teacher ratio has on teachers

Teachers have a very important job due to their big role in children's lives. A teacher helps shape children into who they are and helps them develop. That being said, it is not easy to be a teacher expectantly when class size is over the ratio that it is supposed to be. When a class ratio is too big to manage, it leads to teacher burnout. Teacher burnout is when a teacher is overly tired physically, emotionally, and mentally. Teacher burnout affects students' learning negatively due to teachers not being fully engaged in their classrooms. Teacher burnout can lead teachers to have increased anxiety and even depression, making it hard for them to focus on the needs of the students. To prevent teacher burnout, schools need to put teachers first and make sure that the teacher-to-student ratio is no higher than the guidelines state.

Teachers are struggling with having so many students. A chart shows that over 1000 teachers had between 26 and 36 students in their classes. Between 2021 and 2022, 25% of teachers had left Woodburn schools. Many schools are suffering a teacher shortage because of the circumstances; teachers have to stay past school hours to plan because they are having to be in a different classroom during their planning times. One teacher had even said, “People are breaking. Students are breaking. Staff is breaking.” (Flannery,2023). Students are not getting the attention they need. Their individual needs are not being met academically; there are many students and one teacher, making the one-on-one time almost impossible.

See also

Works cited

  • OECD (2014). Education at a Glance: OECD Economic Indicators. OECD. ISBN 9789264215054.
  • Brown, M. (2023d, May 30). Learner. 2024,%20the%20ideal%20teacher,engaged%20(Public%20School%20Review).
  • Flannery, M. E. (2023a, June 14). Class Sizes: A Growing Issue Among Educators. NEAtoday. 2024, �
  • New Horizons Public Schools . (2024, July).     https://nhps.in/everything-you-need-to-know-about-student-teacher-ratios/#:~:text=Well%2C%20there%20is%20no%20perfect,available%20for%20every% 2018% 20students
  • Positions, N. (2021, June 30). What is the student-teacher ratio and why is it important?. Lydian Academy. https://lydianacademy.com/what-is-the-student-teacher ratio/#:~:text=At%20least%2036%20states%20have,32%20for%20grades%201%2D3.
  • The Hun School of Princeton. (2020, October 21). Student-teacher ratios: A guide: The hun school. Student-Teacher Ratios: A Guide | The Hun School. https://www.hunschool.org/resources/student-teacher-ratios#:~:text=Lower%20student%2Dteacher%20ratios%20have,Higher%20graduation%20rates
  • 2015, T. and P. R. (2015). Teachers and Pupil/Teacher Ratios . 2024,
  • Hayenga, C. (n.d.). Got an attention-seeking child in the classroom? try this strategy | connected families. https://connectedfamilies.org/attention-seeking-child-at-school/

References

  1. "Supervision: Ratios and Group Sizes". ChildCare.gov. Retrieved July 18, 2024.
  2. Henshaw, John M. (2006). Does Measurement Measure Up?: How Numbers Reveal and Conceal the Truth. JHU Press. pp. 45–46. ISBN 9780801883750.
  3. Smith, Robert B (2011). Multilevel Modeling of Social Problems: A Causal Perspective. Springer. p. 37. ISBN 9789048198559.
  4. ^ OECD 2014, p. 447.
  5. Henshaw 2006, p. 46.
  6. https://nces.ed.gov/programs/coe/pdf/Indicator_CLR/coe_clr_2015_05.pdf. {{cite book}}: Missing or empty |title= (help)
  7. ^ Card, David; Alan B. Krueger (1996). "School Quality and the Return to Education". In Gary Burtless (ed.). Does money matter?: the effect of school resources on student achievement and adult success. Washington, D.C.: Brookings Institution. pp. 118–119. ISBN 978-0-8157-1274-9.
  8. Blatchford, Peter; Bassett, Paul; Brown, Penelope (2011). "Examining the effect of class size on classroom engagement and teacher—pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools". Learning and Instruction. 21 (6): 715–30. doi:10.1016/j.learninstruc.2011.04.001.
  9. Konstantopoulos, Spyros; Chung, Vicki (2009). "What Are the Long-Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study" (PDF). American Journal of Education. 116 (1): 125–54. CiteSeerX 10.1.1.526.7513. doi:10.1086/605103. S2CID 41586222.
  10. Tobin, Joseph J., Yeh Hsueh, Mayumi Karasawa (2009). Preschool in three cultures revisited: China, Japan, and the United States, pp. 95-156. Chicago: University of Chicago Press
  11. "Student to Teacher Ratio in High Schools". www.learner.com. Retrieved 2024-10-23.

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