A presumption exists that smaller classes lead to better student experiences, productivity, and ultimately overall student outcomes. In 2000, this presumption led state voters to pass Washington Initiative 728, which redirected state K-12 funds to provide for lower class sizes in kindergarten through 4th grade. It also provided funds for expanded teacher training, after-school academic programs, and early assistance programs to kindergarten students. Monies to support this funding stream comes from a rearrangement of the state lottery proceeds and from a modification of the I-601 General Fund expenditure limits.
The evidence supporting smaller class sizes from national studies is still not conclusive, but it now appears to show some statistically significant positive impacts of smaller classes for grades K-3. The outcomes are typically test scores but proponents of smaller class sizes point to greater participation in class and fewer cases of discipline. Based on evidence from California and Tennessee, the improvement is pronounced in young students with limited English proficiency.
The evidence for smaller classes in middle and high schools is more ambiguous. Critics of smaller class size efforts claim that the effects on student achievement are marginal, that it is an expensive method to improve student outcomes, and that other means, such as more qualified teachers, constitute more effective policy.
This indicator measures the average number of full-time equivalent (FTE) students in public K-12 schools versus the average number of annual FTE certificated teachers in Walla Walla County. Washington State is offered as a benchmark. Additional information, including a breakdown by school districts in Walla Walla County, can be found in the "Download Data" tab.