Well said Donna....I believe that in an earlier posting Matt concluded 
that it was more difficult for a college professor to have 60 students 
than it would be for an elementary teacher.  
dt
DR> >     Much of elementary-school material, other than
DR> > math, is so _repetitive_ it doesn't matter if there
DR> > are class sizes of 60...but try teaching freshmen
DR> > college math to a class of 60 of whom 30 missed key
DR> > parts of a _sequential_ subject in K-12.
DR> 
DR>Ever heard of the Little Old Woman Who Lived in a Shoe? Just to
DR>refresh your  memory, she had so many children, that she didn't know
DR>what to do. So she  whipped them all soundly and sent them to bed -
DR>didn't bother to find out  which ones weren't causing trouble. She
DR>just punished them all.  
DR>This same thing happens when elementary classrooms get too many
DR>children. The  teacher just progresses and progresses, and has no
DR>time to find out which  children were ready to go on and which ones
DR>haven't mastered the last  concept. Even if she could find out, she
DR>has the rest of the class ready to  move on, so she moves on.
DR> 
DR>See the analogy? I've been there, done that. I've had as few as 14 in
DR>a  second grade class and as many as 28. I had far more time to work
DR>with each  child individually in the small class of 14 - and no one
DR>got left behind, not  understanding the concept.
DR> 
DR> 
DR>                                 -donna
DR> 
DR>--- GEcho 1.00
DR>                        
* CMPQwk #1.42* UNREGISTERED EVALUATION COPY
--- GEcho 1.11+
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