Quote:
Originally Posted by Bring_Back_Shantz
Of course class sizes have no impact on student outcomes.
Everyone knows that teachers are able to devote exactly as much time to each student in a room with 20 children as in a room with 40 children.
And besides, even if that wasn't true, it is well known that the amount 1 one 1 instruction a student receives does not affect their academic performance.
This is why private tutors traditionally teach large groups of children at once.
Also, I'm pretty sure class size caps are woke, or turn kids trans or something.
Honestly, I don't know how anyone can support teachers in this.
The government is clearly dealing in good faith, and definitely not lying about facts that are plainly obvious.
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And the most annoying thing I hear from UCP supporters who want to undermine public education is their rants about inclusion. While I think there’s conversations to be had about best practices with complex learners, it’s almost always done in bad faith in an attempt to highlight the failures of public education.
Failures that the UCP manufactured due to inadequate funding.
They’ll talk about how classes shouldn’t be disrupted by complex learners. But then in the same breath would support Nicolaides’ statement that class sizes don’t affect achievement outcomes. So which one is it? Do they want better supports for complex learners or not?