Interview: Helen Pate-Bain Helen Wise--proof positive: Class size matters

NEA Today, Oct 2000

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 got 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 sizesincluding 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?

Gain: 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- 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.