In the ongoing teachers’ strike in Alberta, a significant issue revolves around class sizes. However, obtaining precise numbers on the exact size of classes has become challenging since the province stopped collecting specific data on this matter.
Previously, Alberta annually disclosed class size data, outlining the number of students in classes at over 1,500 schools province-wide. This practice ceased in 2019 following the election of the UCP government.
Subsequently, the government altered the funding formula for school boards from an annual basis tied to enrollment growth to a three-year “weighted moving average” (WMA). This change particularly affected larger school boards in rapidly expanding urban areas.
The implementation of the new funding model coincided with the COVID-19 pandemic, leading to a brief decline in enrollment followed by a surge. However, due to the formula’s reliance on previous years’ enrollment figures, many school boards received reduced funding compared to the previous formula.
Concerns about the impact of the WMA funding model persist, with some school divisions experiencing funding shortfalls as a result. The difficulty in quantifying the effect on class sizes arises from the lack of recent class size data collected by the Alberta government.
Despite this, analysis of provincial budget documents shows a discrepancy between the growth of teaching staff and student enrollment since the funding formula change in 2020. The gap between them has widened over the years, with enrollment growth surpassing staff growth.
Acknowledging these challenges, the government introduced a new two-year weighted average funding formula for the 2025-26 school year. This change aims to provide more responsive funding to address growth in metropolitan areas while safeguarding rural schools.
While some view the new formula as a positive step, the Alberta Teachers’ Association advocates for further action to address teacher shortages in the province. The association emphasizes the need for additional teachers to meet recommended pupil-teacher ratios outlined in a 2003 provincial report.
Despite the lack of recent detailed class size data, concerns persist about class sizes exceeding recommended levels. Calls for transparency and accountability in the education system continue, emphasizing the importance of understanding student-teacher ratios for effective performance evaluation.
