LETTER: School staffing ratios for quality outcomes

April 26, 2024

To the Community: 

As our school board faces upcoming budget cuts, it is important to clearly distinguish between two metrics that significantly impact our educational system: the student-to-teacher ratio and the student-to-staff ratio. Proper understanding of these ratios can help guide us in making decisions that genuinely enhance student outcomes.

First, let me clarify an important point: when I talk about the student-to-teacher ratio, I am not only referring to classroom teachers but also to all licensed professionals involved in direct student education and support. This includes nurses, counselors, and academic interventionists—key roles that are important to fostering a comprehensive educational environment. These professionals, much like teachers, require specialized training and licensing, making them essential for addressing the diverse needs of our students in health, emotional support, and targeted academic intervention.

A low student-to-teacher ratio, encompassing these licensed roles, is crucial. It allows for more personalized attention to students, better management of classroom and school dynamics, and a more targeted approach to the educational and personal development of our students. Ensuring we maintain or even reduce this ratio is essential for a productive environment where students can thrive.

The student-to-staff ratio—particularly concerning non-teaching administrative and support staff roles—needs careful examination. While administrative functions are necessary, excessive staffing in these areas can lead to excessive costs and dilute the focus from core educational outcomes. An over-reliance on paraprofessionals, including 1:1 aides, though well-intentioned, can inadvertently lead to inefficiencies and harm student outcomes. Such staffing often prevents students from developing independence, can isolate them from peer learning opportunities, isolate them from licensed educators, and divert resources away from essential teacher-led and specialized instruction.

Therefore, while advocating for a low student-to-teacher ratio that directly impacts student learning and support, we must also critically assess and possibly increase the overall student-to-staff ratio to ensure it is streamlined and effective. Reducing redundancies in non-essential administrative roles and our reliance on support staff can free up resources to support critical educational positions, maintaining a focus on roles that directly contribute to our students’ educational experiences.

By focusing on quality over quantity, we can ensure our financial commitments improve, rather than impede, the educational success of our students. 

Brian Dalla Mura

Duxbury