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| Tweet Topic Started: Mar 7 2006, 02:16 PM (1,001 Views) | |
| mouse2 | Mar 7 2006, 02:16 PM Post #1 |
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Small Schools vs. Large SchoolsWhat's a small school? What's a large school? Which is better? In the state of Michigan, the average size of an elementary school is 358. The average size of elementary schools across the nation is 452. Whether a school is considered small, large or average depends on the level of the school and the average size for that school level in the state. Elementary schools are generally smaller than middle and high schools. There is a growing trend, however, to break up large high schools into "schools within schools," and to create new small high schools in an effort to create smaller learning communities and improve achievement levels. Although the recent trend in school reform has been to create small high schools, most of the gains in academic achievement have been demonstrated at small elementary schools. In the 1960s the general thinking was that larger schools offered more comprehensive instructional programs of greater quality at lower costs than small schools. In more recent years researchers have discovered that the cost savings provided by large schools have had a negative effect on student achievement and graduation rates. As schools get bigger, student achievement declines and larger schools have higher rates of absenteeism, dropouts and discipline problems. “Dollars & Sense II,” a 2005 study of 25 different small schools from across the nation found that, on average, small schools spent 17 percent less per student than comparable schools in their districts while achieving equivalent or better academic results. While research has shown that small schools do a better job of engaging students, they have only succeeded overall in demonstrating modest gains on state standardized tests. This may be due to the fact that the expansion of the movement is relatively new and many small schools choose a different curricular approach or concentrate on other means of assessment, such as projects and exhibitions. The success of some small schools will not be easy to replicate on a national scale to meet the needs of the majority of students. “There's not a sufficient number of school leaders and educators to scale up and sustain the small school movement once foundation funding dries up,” says David C. Bloomfield, professor and head of the educational leadership program at the Brooklyn campus of the City University of New York. He is concerned that these issues need to be addressed before the small school movement is expanded and says there are other issues that also demand attention. “The small school movement is just nibbling around the edges,” he says. “Small schools, like charter schools, are beacons. But we need to address class size, union contracts and school infrastructure problems—such as inadequate aging science labs— in order to really make a difference.” What happens to the students left behind when large failing schools are restructured? Some are forced to transfer to other large schools, adding to the overcrowding and safety problems there. The movement to create small high schools may succeed in lowering dropout rates, but it's not clear that the students who stay in school will be able to pass high-stakes high school exit exams. “The data is inconclusive as to whether kids will achieve more rather than just staying in school longer and not dropping out,” says Bloomfield. In terms of public opinion, school size is not necessarily the greatest area of concern. In a recent nationwide survey conducted by Public Agenda, only a third of the parents said they had given much thought to reducing school size, and 70% of the teachers said that small class size was more important than school size for raising student achievement levels. High school students, regardless of the size of the school they attended, were concerned about other issues— bullying, cheating and substance abuse in their school. The pros and cons of small vs. large schools Area of focus Strengths of small schools Strengths of large schools Other considerations Curriculum Students are more likely to master curriculum in a smaller learning environment. Large schools typically provide a wide variety of classes and services to students. No real evidence of correlation has been demonstrated between school size and curriculum quality. Academic achievement Many believe smaller schools demonstrate greater levels of academic achievement across the board, and particularly for students of lower socioeconomic status. Some studies have shown that larger schools have a moderate benefit on achievement levels for affluent students. Some studies have shown students from small and large high schools perform comparably on college-related criteria, such as grades, admission and graduation rates. Attention to students Students are less likely to “fall through the cracks” or feel cut off from the school culture. They are more likely to form strong bonds with fellow students and teachers. There are fewer discipline problems. Large schools have the capacity to offer more specialized programs for disadvantaged students and students with special needs. A wide variety of classes and activities make it possible for students to find their niche. Community There is generally more parent involvement and a feeling of belonging. Large schools may provide more diversity and may make it easier for different types of students and families to find their niche. Safety It's easier to spot strangers at small schools; security and discipline are easier to maintain. Finance Fewer layers of bureaucracy are necessary. Large schools provide opportunities for cost savings through economies of scale. If small schools graduate more students and have fewer dropouts, then the “ultimate cost” may not be higher than large schools. Conclusions: It's easier to develop more meaningful connections among staff, students and parents in small schools. Large schools may lack a sense of community, but small schools aren't able to offer as wide a range of activities and a broad curriculum. Some studies have shown that small schools demonstrate higher achievement levels among students. The right size school for your child will depend on his or her needs for attention, curricular offerings and activities. back to top More from GreatSchools.netHelp other parents learn about your school Parent reviews about schools add an important dynamic dimension to our school profiles. Thus far, we have published over 170,000 parent reviews for schools across the country and the number continues to grow. Parents provide valuable insights about their child's school that go beyond statistical data. The parent reviews give you a glimpse of the quality of the school from the perspective of other parents. The more parent reviews we post, the more valuable this feature will be, so we are counting on you not only to read what other parents have to say, but also to add a review about your school; and while you’re at it, tell a friend to do the same! A RECENT REVIEW |
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| Administrator | Mar 7 2006, 06:43 PM Post #2 |
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Administrator
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Make your own conclusions. For myself, I will take higher achievement, less discipline problems, and and more parental involvement in the smaller schools. Thanks mouse....is that new? I thought I read it all! :lol: |
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| c3hull | Mar 7 2006, 07:04 PM Post #3 |
Principal
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Nice article Mouse2! |
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| NFarquharson | Mar 7 2006, 08:38 PM Post #4 |
Principal
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I'm with Jimid. That is the core of my whole problem with the LI, along with the way it was rolled out as a "done deal" and it was made clear that our input was not wanted. They can say all they want about listening to the community input, but when you go listen to a presentation about such a drastic change at your school and they tell you NOT to talk directly or ask questions tonight, but rather to write things down on little yellow cards and blue sheets of paper, you just don't get that warm "I care what you are thinking" kind of feeling. You spend days doing research...trying to figure out why they are making such a change, does it make sense, what is the best size or grade configuration, etc.  You FINALLY get a chance to go to one of three locations to get some questions answered and they make you write them again on little yellow cards and CHOOSE which ones they want to answer, repeating the same information over and over that we had already read....well, it was very clear to me they had made up their minds and did not really want to deal with questions and input from parents. Actions speak louder than words! :angry: |
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| NFarquharson | Mar 7 2006, 08:44 PM Post #5 |
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Just needed to release a little pent up anger at the whole thing after being nice for a while. Thanks for understanding!
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| Derek | Mar 7 2006, 10:32 PM Post #6 |
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Principal
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I agree with this point... the forums were just to allow us to vent but was not really allowing input at all... When the overwhelming opposition was so clear they could have saved face by back tracking and re-examining the proposals with some different community members involved. -Derek Heck, they still could!! |
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| NFarquharson | Mar 7 2006, 10:37 PM Post #7 |
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Principal
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Thanks. Thought I would copy my typing error a third time. The LI was "roled" out as a done-deal.  Kind of connects to the theater and actors in a strange way. All the world's a play.
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| Administrator | Mar 8 2006, 03:29 PM Post #8 |
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Administrator
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And more http://www.newrules.org/equity/smallschool.html Small Schools One of the most effective ways to improve student achievement and curb school violence is to reduce the size of the nation's schools. Hundreds of studies have found that students who attend small schools outperform those in large schools on every academic measure from grades to test scores. They are less likely to dropout and more likely to attend college. Small schools also build strong communities. Parents and neighbors are more likely to be actively involved in the school. The students benefit from community support and the school in turn fosters connections among neighbors and encourages civic participation. (For more information on the benefits of small schools, see Stacy Mitchell's article "Jack and the Giant School" in the Summer 2000 issue of the New Rules Journal.) Although the empirical research in support of smaller schools is extensive, the trend toward ever larger schools continues. Over the last decade, the number of high schools with more than 1,500 students doubled. Two-fifths of the nation's secondary schools now enroll more than 1,000 students. This trend has largely been driven by public policy. Operational Funding State and local policymakers often prefer large schools, because they are less expensive to operate on an annual per pupil basis. In many states, education funding formulas provide a flat rate per pupil and make no adjustment for the higher costs of running a small school. This favors larger schools and pressures smaller ones to close. Such policies are short-sighted. Small schools may require higher levels of annual per pupil funding, but they are far more cost-effective. Small schools have higher graduation rates and, on a per graduate basis, they cost about the same or less than large schools. Vermont is one of a few states that recognize the effectiveness of small schools and provide additional financial support to maintain them. Construction / Renovation Policies State and local policies often favor the construction of new, sprawling schools on the outskirts of town over renovating smaller, more centrally located schools. Examples of these policies include minimum acreage requirements (national guidelines call for at least 50 acres for a high school); state funding programs that support new construction and limit funding for renovation; and inflexible building codes designed for modern construction methods. For more information , see "Why Johnny Can't Walk to School," a report from the National Trust for Historic Preservation. RULES: Florida Small School Law In 2000, the Florida legislature passed the following statute, which recognizes the benefits of small schools and prohibits, as of July 2003, the construction of large schools. As of that date, new elementary schools will be limited to 500 students, middle schools to 700, and high schools to 900. More... Vermont Funding of Small Schools In 1997, Vermont adopted a new system of funding education under Vermont Act 60 - The Equal Educational Opportunity Act (EEOA). Unlike most states, Vermont choose to provide additional funding to cover the higher costs of the state's smallest school districts. An extra $1 million per year was allocated to districts with fewer than 100 students. More... |
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| Momforone | Mar 8 2006, 03:45 PM Post #9 |
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Principal
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It is all true Nancy. The whole deal was a scam. If I did business the way they did business I wouldn't have any customers. I was told by someone whose a friend of someone @ Central Office who told me it was a done deal after it was rolled out! I guess I choose not to believe, I kept telling myself it couldn't be true. I believe them now. I was told by this person it was for the good of our kids and their education. What a bunch of poop that was! |
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| Administrator | Mar 8 2006, 04:10 PM Post #10 |
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Administrator
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And more http://www.nwrel.org/scpd/sirs/10/c020.html Many educators past and present have argued for large schools on grounds of curriculum quality. Following James Conant's original line of reasoning, they argue that larger schools can offer more numerous and more varied curricular offerings than small schools can. Therefore, goes the argument, operating small schools with more limited curricula is unfair to the students who attend them. While this has a certain common sense appeal, examination of the research reveals that there simply is no reliable relationship between school size and curriculum quality (Fowler and Walberg 1991; Gregory 1992; Howley 1994, 1996; McGuire 1989; Melnick, et al. 1986; Monk 1987, 1992; Monk and Haller 1993; Nachtigal 1992; Pittman and Haughwout 1987; Rogers 1987; Williams 1990). For one thing, researchers have found that "it takes a lot of bigness to add a little variety"—that is, "on the average a 100% increase in enrollment yields only a 17% increase in variety of offerings" (Pittman and Haughwout, 337). Moreover, "[t]he strength of the relationship between school size and curricular offerings diminishes as schools become larger. Increases in the size of very small schools are associated with greater curricular gains than increases in the size of larger schools" (Monk 1992). For another thing, researchers have found that the allegedly richer curriculum that larger schools are able to support tend to be made up, not of higher-level courses in, say, math or foreign languages, but rather of additional introductory courses in non-core areas. For still another, investigators have found that only five to twelve percent of the students in large schools avail themselves of the extra courses these schools typically offer (McGuire 1989; Monk 1992; Rogers 1987). Finally, Monk, in his 1987 study of the size-curriculum relationship, concludes that, "it is possible to offer at the 400 pupil level a curriculum that compares quite favorably in terms of breadth and depth with curriculums offered in much larger settings" (27). Beyond these findings, the development and use of distance learning and other technologies in isolated settings is increasing and can be expected to further ameliorate curriculum inequalities. |
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| Cindi | Mar 8 2006, 04:31 PM Post #11 |
Principal
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I just got back from the Tampa area and there was an article on the front page of the Tampa Tribune (I think that was the name) in regards to building a state of the art high school that will include seperate each grade in their own buildings in order to keep the schools from being "too large." The community and Board seemed to be in favor. Quite an interesting article! |
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| Administrator | Mar 8 2006, 05:02 PM Post #12 |
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Administrator
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And more http://www.wested.org/online_pubs/po-01-03.pdf |
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| Administrator | Mar 8 2006, 05:08 PM Post #13 |
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Administrator
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And more http://www.realtor.org/sg3.nsf/Pages/winte...wl?OpenDocument Small Schools The return of the neighborhood school is getting a large boost from a growing body of research demonstrating the benefits of smaller school environments. The research has been motivated at one end by the concerns of rural communities that are seeing their local schools closed in a wave of consolidation, and at the other by advocates for smaller, more manageable schools in low-income, urban areas. So what have they found? Smaller schools have lower drop-out rates and higher average scores on standardized tests. Children in high-poverty schools see an even more pronounced improvement. While it’s true that larger schools generally do show a small savings on spending per student, when that figure is computed for students who actually graduate, the per- graduate cost per student actually is slightly lower. Larger schools can have more extracurricular offerings, but participation in after-school activities declines as schools get larger. A U.S. Department of Education report found that schools with over 1,000 students have much higher rates of crime and vandalism than schools with 300 or fewer students. And teacher satisfaction is higher in smaller schools, according to a Chicago study. (You can find links to much of the research online at http://www.smallschoolsworkshop.org/info3.html#8.) |
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| Administrator | Mar 8 2006, 07:29 PM Post #14 |
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Administrator
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How Big will Cooper 5/6 be? 900? Could someone post the sizes, I can't remember where to look for that info!! |
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| Cindi | Mar 8 2006, 07:37 PM Post #15 |
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Principal
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Per the Nov material from LPS: Johnson 772 Riley 918 Cooper 901 |
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11:45 AM Jul 13