To: Dr. Vincent Boudreau, President of the City College of New York

From: Frida-mel Fernandez, Undergrad student of the City College of New York

Date: February 28, 2024

Subject: Reducing Math Class Sizes for Student Success

Dear Dr. Boudreau;

I am writing to present a proposal aimed at enhancing the quality of math education at City College. As we continue to uphold our commitment to academic excellence, it becomes increasingly imperative to address the foundational elements of our educational experience.

The Problem:

In my experience, my Math 19000 class is consistently overcrowded, with students packed tightly into a single room. As someone who thrives in smaller class settings, this environment poses significant challenges for me; it’s difficult to fully engage in the material when I’m elbow-to-elbow with classmates and the instructor seems distant at the front of the room. In contrast, I’ve found that subjects like history or theater, which typically have smaller class sizes, offer a more conducive learning environment where I can actively participate and ask questions.

Why It’s a Problem:

The overcrowding in our math class exacerbates the difficulty of an already challenging subject. With so many students vying for attention, it’s often impossible to ask questions or seek clarification from the instructor. Additionally, the lack of opportunity for peer interaction and collaboration further hinders my learning experience. I often feel isolated and overwhelmed, which is far from ideal for grasping complex mathematical concepts.

The Importance of Class Size:

Research has shown that class size can have a significant impact on student outcomes. Smaller classes allow for more personalized attention from instructors, increased student engagement, and better academic performance. Moreover, smaller class sizes promote a sense of community and collaboration among students, leading to a more enriching learning experience.

One prominent study is the Tennessee Student/Teacher Achievement Ratio (STAR) project, led by Dr. Frederick Mosteller from Harvard University and Dr. Jeremy Finn from the University at Buffalo. The project found that students in smaller classes outperformed their peers in larger classes across various subjects, including mathematics (Mosteller & Boruch, 2002). The enduring effects of small classes were further explored in a follow-up study conducted by Finn and Gerber, which found long-term benefits, including increased college attendance and higher earnings in adulthood (Finn & Gerber, 2003).

Proposed Solution:

To address this issue, I propose implementing smaller group sessions within the Math 19000 class. By dividing the class into more manageable groups, we can create a more personalized learning experience. In smaller groups, students like myself would have a better opportunity to engage with the material, ask questions, and collaborate with classmates. This approach would not only enhance comprehension but also foster a sense of community and support within the class.

Additional thoughts:

• Smaller class sizes could also encourage more interaction between students and the teacher, fostering a more engaging learning environment.
• With smaller groups, students may feel more comfortable expressing their thoughts and ideas, leading to richer discussions and deeper understanding of the material.
• Splitting the class into smaller sessions could also allow for more flexibility in teaching methods and activities, catering to different learning styles and preferences

Dr. Boudreau, I really think making our math class smaller would make a huge difference for all of us. It’s all about being able to learn better and not feeling like you’re just another number.

Thanks for listening! Let me know what you think.

Best regards,

Frida-mel Fernandez

References:

Finn, J. D., & Gerber, S. B. (2003). The enduring effects of small classes. Teachers College Record, 105(5), 747-774.

Mosteller, F., & Boruch, R. F. (2002). Evidence matters: Randomized trials in education research. Washington, DC: Brookings Institution Press.

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