Louisiana Senate Bill SCR127

Louisiana 2010 Regular Session

• Introduced: 6/16/10
• Passed: 6/16/10
• Engrossed: 6/16/10

Caption

Requests BESE to study and make recommendations relative to achieving a student to classroom teacher ratio of not more than twenty to one in the elementary grades.

Impact

The resolution aims to address existing regulations that allow for larger class sizes, notably the current maximum enrollment of up to twenty-six students in early grades. By advocating for a lower student-teacher ratio, SCR127 seeks to enhance the quality of education by ensuring that teachers can provide more individualized attention to each student. This request aligns with research findings suggesting that reduced class sizes lead to higher levels of student achievement, especially when implemented during early grades.

Summary

SCR127 is a Louisiana Senate Concurrent Resolution that urges the State Board of Elementary and Secondary Education (BESE) to conduct a study on student to classroom teacher ratios in elementary grades. It specifically requests recommendations on achieving a maximum ratio of no more than twenty students per classroom teacher in these grades. The resolution is founded on the rationale that smaller class sizes contribute to improved educational outcomes, particularly in early education settings.

Sentiment

The sentiment around SCR127 appears to be positive among supporters who believe that reducing class sizes is a critical step toward fostering a better learning environment. Educators and proponents of early childhood education are likely to welcome this initiative. However, potential concerns may arise regarding resource allocation and whether schools would have the necessary funding and staffing to comply with the proposed changes.

Contention

While SCR127 advocates for significant educational improvements, there may be contention surrounding its implementation. Discussions may revolve around the feasibility of reducing class sizes in the context of existing budget constraints and the potential impacts on teacher hiring and retention. Critics might argue that the resolution does not address broader systemic issues affecting education funding and governance.