On Your Radar: The Importance of Establishing a Working Group on Class Sizes in Sudbury Public Schools

Sudbury Public Schools (SPS) has long followed set class size guidelines, but as class sizes grow beyond recommendations, concerns about their effectiveness have grown. The Class Size Guidelines are linked here. At the School Committee’s December 16th meeting, principals stressed the need to assess classroom-specific needs rather than relying on a fixed number. It seems that while some classes function well with between 20 to 24 students, others may require smaller sizes based on the individual needs of that class. If elected, I will advocate forming a working group to determine necessary adjustments to our guidance to best support our students and schools.

Why a Working Group is Essential

1. Tailoring Class Sizes to Individual Classroom Needs
   Each school and classroom is unique, with diverse student needs and instructional and planning demands. A rigid, one-size-fits-all approach fails to reflect the complexity of today’s classrooms. A working group will evaluate key factors influencing class size and develop a more flexible framework based on student needs.
2. Enhancing Student Learning and Teacher Effectiveness
   Research shows smaller class sizes improve engagement, instruction, and teacher-student connections. The Director of Student Services has noted rising student needs, with more IEPs and 504 plans. Larger class sizes make it harder to provide accommodations and individualized support. Evaluating classroom needs can help Sudbury create better learning environments.
3. Equitable Resource Allocation
   A working group would help ensure that resources—teachers, support staff, and classroom materials—are distributed equitably based on actual classroom needs rather than a rigid numerical target. This would enable more effective use of the district’s budget while prioritizing student success.
4. Engaging Stakeholders in Decision-Making
   Parents, teachers, administrators, and community members all have valuable insights into what class sizes work best. A working group would provide a structured forum for collaboration, ensuring that all perspectives are considered in shaping future class size policies.
5. Creating a Sustainable, Data-Driven Approach
   Rather than reacting to class size concerns on a case-by-case basis, a working group would establish a proactive, data-driven approach. Regular assessments of classroom needs, enrollment trends, and student performance can inform ongoing refinements to the class size guidelines.

The Research on Class Size Matters

What Class Size Research Says About Education Quality and Equity

For teachers, both class size and student diversity play a crucial role in effective instruction. As classrooms become more diverse, successful inclusion depends on adequate support and resources to meet students’ individual needs. Research shows that smaller classes have the greatest positive impact on students requiring additional educational support.

Educational researchers Bruce Biddle and David Berliner found that when thoughtfully planned and adequately funded, long-term exposure to small classes in early grades leads to lasting academic and social benefits for all students. These advantages persist even as students transition to larger class settings in upper middle and high school. Smaller classes improve achievement across subjects, strengthen teacher-student relationships, and enhance individualized instruction.

The National Education Policy Center warned that increasing class sizes may save money in the short term but leads to greater long-term educational and social costs. Their research affirmed that class size is one of the most studied education policies, with strong evidence linking smaller classes to improved student outcomes.

Moving Forward

If elected, I believe it is imperative to convene a working group that takes a holistic approach to class size evaluation. By prioritizing classroom-specific needs, we can create a more flexible, equitable, and effective learning environment for all students in Sudbury Public Schools. A data-informed, stakeholder-driven process will help us move beyond outdated, rigid guidelines and toward a model that best supports students and educators alike while giving greater transparency to the community.***This article is part of a series to allow voters insight to what I will advocate for as a SPS School Committee member. I have also written articles on after-school care and curriculum. For more information about my campaign, please visit www.Sues4SPS.com.***