ERIC Number: ED163590
Record Type: RIE
Publication Date: 1978
Reference Count: N/A
Negotiating the Class Size Issue. ERS Negotiation Aid for School Management.
Educational Research Service, Arlington, VA.
Most teachers believe that class size is an important factor influencing the achievement and personal development of students and that it deserves high priority in educational policy-making. Most administrators too believe that class size is important, but are faced with the dilemma of balancing the costs required to maintain small classes with the need for funding for important programs. This booklet is designed to assist administrators and school boards in negotiating the class size issue. It includes a brief summary of research on effects of class size. Viewpoints of both school management leaders and teacher organization leaders on negotiating class size are presented, summaries of 16 arbitration hearings and 31 decisions rendered by public employment relations boards are detailed, and the "weighted formula" approach to managing class size is discussed. Also provided are an analysis of negotiated class size provisions contained in 450 recent teacher negotiation agreements plus sample provisions from 30 agreements. To assist administrators in keeping abreast of the latest developments in collective bargaining, a section outlining possible sources of additional information is provided. (Author/JM)
Descriptors: Arbitration, Board of Education Role, Class Size, Collective Bargaining, Court Litigation, Educational Administration, Elementary Secondary Education, Negotiation Agreements, Student Teacher Ratio
Educational Research Service, Inc., 1800 North Kent Street, Arlington, Virginia 22209 ($10.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Educational Research Service, Arlington, VA.