[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-199960-105":53,"doc-detail-199960-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","liernelis-diaz-casado-testimony-sb0206-education-collective-bargaining-favorable-report","Liernelis Diaz-Casado Testimony - SB0206 Education-Collective Bargaining - Favorable Report","","Liernelis Diaz-Casado, a Baltimore City Public Schools student and SOMOS organizer, submits favorable testimony supporting SB0206. The testimony urges repealing the prohibition on public school employers negotiating maximum class size for certificated employees. It explains how smaller classes improve learning and teaching relationships, deepen trust, boost topic understanding, and help close achievement gaps while strengthening student enrollment and attracting more teachers and families. It also cites research linking class-size reductions to measurable academic gains and reduced teacher attrition, and provides a step-by-step guide for submitting testimony through Maryland’s legislative witness process.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":41,"@type":70,"position":76},"https://docshare.wps.com/template/letters/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/liernelis-diaz-casado-testimony-sb0206-education-collective-bargaining-favorable-report/199960/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/liernelis-diaz-casado-testimony-sb0206-education-collective-bargaining-favorable-report/199960.png","ImageObject",442,249,{"name":88,"@type":89},"Rhys","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-07","2026-09-04",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",9,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What position does the testimony take on SB0206?","Question",{"text":109,"@type":110},"The testimony requests a favorable report on SB0206 and supports repealing the prohibition on negotiating maximum class assignments by class size.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"Why does the author argue for smaller class sizes?",{"text":114,"@type":110},"Smaller class sizes are presented as improving learning and teaching conditions by strengthening relationships, increasing trust and participation, and improving understanding of topics, which helps close achievement gaps.",{"name":116,"@type":107,"acceptedAnswer":117},"What does the testimony cite to support the impact of class-size reductions?",{"text":118,"@type":110},"The testimony references research such as Brookings (2011), NCTQ (2019), STAR in Tennessee (1980s), studies on teacher attrition, and reporting on class size trends, describing academic benefits and staffing effects.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},199960,1788507495,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":40,"category_name":41,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":47,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":126,"read_time":73},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Testimony from Liernelis Diaz-Casado, Baltimore City Public Schools Student, SOMOS Organizer and a Writing Center tutor District Baltimore City Resident  \nSB206: Education-Collective BargainingCertificated Employees-Class Size  \nOfficia l Testimony  \nPosition: FAVORABLE  \nTo the [Senate Finance Committee  \nMy name is L iernelis Diaz-Casado, and I’ m a Baltimore City resident and a member of the SOMOS (Students Organizing a Multicultural and Open Society . I support [SB0206] .  \nThis bill will repeal the prohibition on a public school employer negotiating the maximum number of students assigned to a class.  \nPassing this bill is essential. As a student from Puerto Rico I’ m used to having small class sizes, the average of students being 23. Decreasing class sizes facilitates both learning and teaching environments. Students and teachers are comfortable with each other, therefore they develop deeper relationships that encourage students to trust and participate in class. Increasing how much students understand topics in class will help to close the achievement gap and graduation rates to go up which would eventually get the attention of outsiders that might be considering coming to the state of Maryland looking for “an equal opportunity to succeed” as our governor Wes Moore says. Making people feel included in a classroom as immigrants or just people from other states would encourage student enrollment and will bring more teachers looking for the opportunity to be part of a world class public school system. It would also bring more families that would potentially be encouraged to invest money in our schools, houses and jobs. This would eventually lead to higher quality jobs which would bring in more tax dollars for the system to be able to invest in the individualized necessities of both students, teachers and all citizens.  \nI respectfully urge this committee to issue a favorable report on SB0206 EducationCollective Bargaining-Certificated Employees-Class Size.  \nSincerely,  \nLiernelis Diaz-Casado Organizer, SOMOS Baltimore City College  \n[liernelis.diazcasado@baltimorecitycollege.us](liernelis.diazcasado@baltimorecitycollege.us)[ ](liernelis.diazcasado@baltimorecitycollege.us)[787-477-2390](787-477-2390)  \nResearch:  \n● Brookings Institute 2011: “Class Size: What Research Says and What it Means for State Policy”  \n○ Average class size is 15.3 (based on data compiled here from National Center for Education Statistics)  \n○ Largest impact for class size reduction from STAR was “the positive effects of class size were largest for black students, economically disadvantaged students, and boys.”  \n○ “It appears that very large class-size reductions, on the order of magnitude of 7-10 fewer students per class, can have meaningful long-term effects on student achievement and perhaps on non-cognitive outcomes.”  \n● NCTQ 2019: “[https://www.nctq.org/blog/A-sizable-opportunity:-thinking-strategically-about-class-size](https://www.nctq.org/blog/A-sizable-opportunity:-thinking-strategically-about-class-size)  \n○ “Of our sample of 124 large districts (which includes the 100 largest districts in the country and the largest district in each state) , we find that almost all (82 percent) put strict limits on class sizes in at least some grades.”  \n○ See table below for top nine districts from 2019 for average sizes by grade  \n○ Anne Arundel County Schools: goal for lower class size limits or goals for schools with more vulnerable student populations  \n●  STAR, Tennessee 1980s  \n○ Compared classes of 15 to classes of 22 , randomized groups (32% reduction)  \n○ Elementary students outperformed by .22 over four years, or equivalent of 3 months instruction  \n● SSRN, NY State: Effect of class size on teacher attrition  \n○ A decrease in class size from 23 to 20 students, under a district-wide policy, decreases  \nthe probability that a teacher leaves a school by 4.2 percentage points.  \n● 2009: NY Times: Class Size Around the World:  \n[https://archive.nyti","cbCaiqw3U7CX5EOI","https://ap.wps.com/l/cbCaiqw3U7CX5EOI","pdf",85808,"English","# Position: FAVORABLE\n## Core argument for SB0206\n## Research supporting class-size reduction\n## Step-by-step guide to submitting testimony","[{\"question\":\"What position does the testimony take on SB0206?\",\"answer\":\"The testimony requests a favorable report on SB0206 and supports repealing the prohibition on negotiating maximum class assignments by class size.\"},{\"question\":\"Why does the author argue for smaller class sizes?\",\"answer\":\"Smaller class sizes are presented as improving learning and teaching conditions by strengthening relationships, increasing trust and participation, and improving understanding of topics, which helps close achievement gaps.\"},{\"question\":\"What does the testimony cite to support the impact of class-size reductions?\",\"answer\":\"The testimony references research such as Brookings (2011), NCTQ (2019), STAR in Tennessee (1980s), studies on teacher attrition, and reporting on class size trends, describing academic benefits and staffing effects.\"}]","Liernelis Diaz-Casado Testimony - SB0206 Education-Collective Bargaining - Favorable Report | PDF"]