“"You provide incentives to your better teachers to take on more kids," Hanushek said in an interview Thursday.”
Do you remember learning about the Law of Diminishing Returns Eric? Sticking more kids in a teacher’s classroom, especially in this area, will not increase learning output for the additional students inputted into the class. In fact, like the Law states, the additional units will lead to proportional reductions in the learning output. I can attest to this after more than 20 years in the classroom

What California needs to focus on with the learning level extremes (far below grade level sitting next to far above grade level) we see in our classrooms is..
1. Lower class sizes (20 or less in all classes)
2. More homogeneous grouping. We have experimented for years with heterogeneous grouping, which is supposed to increase student learning through collaborative learning and teacher differentiation. Why not try a few years of matching kids in classrooms based on their reading levels so that books and class readings can be matched to what they can access. That way in a semester, maybe a class could work toward the goal of increasing the class reading level by an entire grade (if not two grades) without the teacher having to worry about modifying, or differentiating a grade level reading that half the class can not do. Right now the modifying/differentiating we have to do takes a tremendous amount of time and work. If that was not the focus, and instead we could pick class appropriate readings, read and discuss them as a class, we would end up in a much better spot than pretending that 3rd grade readers in an 11th grade class actually understood the 5th grade (to try and keep them up with a relevant level to college prep learnin) you specifically designed for them.
3. Make some learning a requirement for families. Family reading every night seems like a fair requirement for a society and community that cares about student learning and positive growth.