Multiple parents and community members asked the Abington School Board on Wednesday to reconsider plans that will increase some Copper Beach Elementary fourth- and fifth-grade classes to 26–27 students, saying larger classes will stress teachers and reduce instructional quality.

“Smaller classes just get more attention,” said Aaron Rosenfeld of Pleasant Avenue, identifying himself as a concerned Copper Beach parent during public comment. “Yes, the 26, 27 student, is it's within the Pennsylvania state limits, but we shouldn't confuse the legal requirements with what's effective.”

Two other parents, Julia Goldstein and Liza Rogish, echoed that larger sections will affect classroom practice and teacher workload. Goldstein, a substitute teacher who said she has taught classes of 22 and 26 students, told the board “there is absolutely a huge difference in a class size of 22 students and a class size of 26 students.”

Administrators responded that the numbers presented to the board were projections and that principals and central office staff will continue to monitor registrations and withdrawals throughout the summer. Superintendent Dr. Fetcher and assistant administrators said the district uses two reporting formats — one that excludes students who are pulled out for special-education services (the 95 percent rule used in prior formats) and one that reports total enrollment — to give greater transparency about classroom composition.

Dr. Fetcher said the district will run weekly enrollment checks over the summer and can add sections if required within the adopted budget. Assistant superintendent Dr. Melkor told the board the first summer registration run showed some schools, including Copper Beach and McKinley, with fewer students than projected (he cited 39-student shortfalls for both schools compared with the earlier projection), meaning the projected class sizes could change.

Speakers criticized mitigation plans that rely on special-education pullouts, noting that pulled-out students remain the teacher’s responsibility for planning and classroom cohesion. Administrators acknowledged the concern and said building core teams will factor composition and student needs into assignment decisions.

Board members thanked parents for advocacy and emphasized the district’s commitment to continue monitoring enrollments and to make adjustments where feasible before classes open in the fall.