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As a dedicated teacher within Austin Public Schools, I feel compelled to speak about a critical issue affecting the success and well-being of our students, specifically at the Elementary Level: overcrowded classrooms and insufficient staffing.

While our district’s mission is to “Inspire, Empower, and Accelerate every learner,” the reality in our schools tells a different story. With class sizes averaging 27+ in grades 2-3 and over 30 in grades 4-6, the ability to deliver individualized, meaningful instruction is deeply compromised. This challenge extends into vital student services — special education, reading intervention, English language learning, and Advanced Academics — where caseloads are similarly unmanageable.

Recent data shows only 28% of APS students are meeting grade-level expectations in math and 35% in reading — well below state averages. These results speak to the systemic strain educators and students are facing daily.

As teachers, we have voiced these concerns within our school systems but feel unheard and disregarded. One-time walkthroughs in the hallway or brief visits do not fully capture the intensity or complexity of the current classroom. To truly understand these challenges, administrators and decision-makers need to spend sustained, meaningful time in classrooms—observing instruction, student needs, and the constant juggling required just to keep up.

This is why I am writing this letter: to inform our community and urge parents and stakeholders to advocate alongside teaching staff for meaningful change.

So, what constitutes a meaningful change? Well, here is what we do NOT need. We do not need more curriculum, initiatives, paperwork, listening sessions, or training sessions-we need to have the capacity to do our jobs effectively. Teachers know what works. Research has consistently shown that smaller class sizes lead to stronger academic outcomes, better relationships, and more meaningful support for every learner. This is not a new idea; it’s a long-standing, evidence-based solution.

Alongside hiring additional general education teaching staff and specialists, another consideration would be to reopen Woodson School as a PREK–4 site. This move would allow for a more equitable distribution of students, physical space, and resources. It would help to restore balance to class sizes and programming availability. Just an idea.

Smaller class sizes and student case-loads would ensure that APS’s mission is not just a slogan but a lived experience for every learner.

Marianne Davidson

Northwood, Iowa