The system expects a revolutionary increase in individuation of programming, without reducing class size to allow more time per child. It doesn't matter how much you inservice teachers on new more complex methods when those methods require more time than the teacher has. Classes are more diverse now, students' are more complicated, discipline options are more constrained, and expectations of individualized service continue to intensify. All of this points to the need for smaller schools to reduce anonymity and mob behaviour, and smaller class sizes -- if you want more time spent on each child, then you need fewer children per teacher. If you want staff to know the nuances of the children's emotional and cognitive shifts from day to day, you need smaller schools where the kids are not just faces in a vast crowd. Schools of 1000 children are simply not effective. The Cleveland School Board found that splitting failing 1000-child schools into self-contained 250-student configurations, raised the children's scores from the bottom quartile to the top one.