Elmhurst parents press District 205 over rising elementary class sizes; board hears calls for more math and social-emotional supports

Dozens of parents raised concerns about rising elementary class sizes during the Elmhurst School District 205 Board of Education meeting on July 29, 2025, saying large classes at schools including Edison, Jackson, Lincoln and Jefferson are reducing teachers’ ability to provide small‑group instruction, interventions and social‑emotional support.

Parent John Bischoff told the board his daughter attended Edison and described second‑grade classes with “26 and 27” students, saying teachers “went out of their way” but that the school lacks a math interventionist. Parent Jessica Leonetti, a former teacher, said her children attend Edison and that teachers there are “struggling with differentiation and engagement” and that the school has “no additional interventionists who can support tier 2 and tier 3 students struggling with math.”

Nadia Wetzel cited research and local averages, saying “the average for the state class size is 22. Elmhurst 205’s average is 24,” and urged the district to “earmark part of the funds from this year’s tax increase to reduce K through 3 class sizes and to a target range of 19 to 22.” Several other parents described similar experiences: Jackie Kohlhagen said her daughter moved from classes of 17 to 26 and that parents had to secure tutors to fill gaps; Anita Karwadkar noted her son’s class grew from 16 to 25 between first and second grade and described a “very, very chaotic” classroom environment; Heather Price, a special educator and parent, warned that “teachers are not wizards” and that meeting needs of students with IEPs and 504 plans is difficult in rooms of 26 students.

Superintendent Dr. Campbell thanked parents for engaging, said district planning begins in January and emphasized that District 205 must balance resources across early childhood, elementary, middle and high school levels and a Bridges Transition Center. Campbell said the district has “really, really good educators,” a range of instructional specialists (reading and math specialists, EL educators, instructional coaches, REACH teachers, special education staff and social workers) and that recent district results showed improvement in math and ELA proficiency for 2024–25. She added that, “based on our current enrollment figures, there are no additional classrooms planned beyond what has already been in place at our elementary schools,” and administration will continue to analyze class lists and student needs as the school year approaches.

Parents asked the board for specific actions: several requested use of existing referendum funds (referenced during public comments as the 2018 $168 million referendum) to reduce elementary class sizes; others urged hiring or rotating math interventionists, analyzing IEP/504 distribution by grade and building, and using state staffing‑exemption processes if warranted. In response, Campbell said the district will continue to review structures and processes, share information with the community and report updates in board communications.

The board did not take immediate action on class size policy at the meeting. Public commenters were told the board commonly follows up with speakers after the meeting and that administration will continue analyzing enrollment, staffing and configuration in the weeks before school begins.