The Girls' School Grows Up (Dec 07)

As we considered ways to become “right sized” for the Tarrytown campus, one GSA teacher suggested in a faculty meeting this fall that we consider increasing class sizes in the lower school (in particular, in grades K-3), and so I’ve spent the last two months researching class size and impact on learning in the lower elementary grades. What I found is general agreement between research in the public schools and actual practice at private schools. In particular, the NEA (National Education Association) suggests class sizes between 13 and 17 students with a suggested target size of 15. That research is supported by the fact that the median elementary class size at NCGS (National Coalition of Girls’ Schools) schools is 17 girls. It certainly seems that a class size of 15 would be a reasonable, not too big and not too small, target for K-3 classes at GSA (this is the same cap that we currently use for grades 4-8).

As any teacher can tell you, it’s not so much the class size (up to a point, of course), but rather the qualities of the students in the class. We’ve all taught classes that were too small—not enough “energy” in the room (my worst class was of a different sort—eight members of the ice hockey team). Interestingly, my best classes were the largest ones—some as large as 20—and the students were bright, motivated, highly collaborative and maybe just a tad competitive. Here at GSA, we also have bright, motivated students, and they would likely benefit from the added interactions, ideas, and energy that a few new students would bring to their classes. Certainly our spaces and teachers can accommodate such a change. Although I cannot say for sure that every lower school class will increase to 15 for next year, that depends upon the quality of our applicants for those grades and our admissions “yield,” it is likely that every grade will increase by a student or two.

The second way in which we are “growing up” is that the fifth grade will join the middle school next year. The fifth grade is an unusual year in schools. Walking across the corridor from the fourth grade room and into the fifth grade room, you will immediately notice the difference in décor, ambiance, and interactions between students and between the students and the teacher. Fifth graders need lockers (or they will tell you that they do); they go to Ranch Romp, and they want to run the talent show (they’ve got a bit of competition there). But even more important things are going on.

From brain research we know that major changes are happening for most students around age 11. An “exuberance” of brain cell branches and connections (dendrites and the gaps across which messages are sent—the synapses) occurs in early adolescence. The growth rivals that of very early childhood—the period between infancy and age 3. After the explosion in gray matter, the brain gradually prunes away connections that are not as useful. What’s useful? What you are using the most. So, according to science writer, Barbara Strauch, “Study a lot Latin and your Latin synapses carpe diem.” We want lots of brain food of the right sort at this crucial junction.

What does that mean for fifth graders? Fifth grade is the year between little and middle—a year of rapid change and when, in fact, new experiences and practice with new experiences are necessary in order to feed those brain connections. No wonder many excellent schools have chosen to put fifth grade in the middle school (Hockaday in Dallas and closer to home...Trinity).

At GSA, putting the fifth grade officially into the middle school means that the girls will change classes—therefore increasing their exposure to different teaching styles and personalities. It also means science class in the science room. The GSA faculty is looking forward to designing this “tween” year to be uniquely appropriate for this age, and, as always, with a particular focus on the needs of girls.

The Girls’ School continues to grow, and as the School approaches its own adolescent stage, we will continue to look for ways to expand programs while simultaneously pruning, nipping, and tucking to produce a program that is both rich and affordable.

(The Primal Teen by Barbara Strauch is a good layperson’s introduction to adolescent brain development; more scientific articles by researcher Kurt Fischer at the Mind, Brain, Education Program at the Harvard School of Education can be found on the Harvard School of Education website.)