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Education Writers Association November 8, 2009 San Diego Libia Gil, Senior Fellow

Small Schools and High School Reform: Shrinking Size, Diminishing Returns?. Education Writers Association November 8, 2009 San Diego Libia Gil, Senior Fellow. TRENDS. Small Schools Movement and Growth Charters/CMOs Drop-Out Prevention College and Career Pathways

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Education Writers Association November 8, 2009 San Diego Libia Gil, Senior Fellow

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  1. Small Schools and High School Reform: Shrinking Size, Diminishing Returns? Education Writers Association November 8, 2009 San Diego Libia Gil, Senior Fellow

  2. TRENDS Small Schools Movement and Growth Charters/CMOs Drop-Out Prevention College and Career Pathways Middle/Early College Portfolio – Options, Choice & Competition

  3. TRENDS • Historic Development – local community based, organic process and student centered i.e. Alternative and Free Schools, specialized such as arts, etc. • Redefining Purpose -solution to replace low performing schools • BMGF • SLC • ARRA - Turnarounds

  4. TRENDS Emphasizing district as the unit of change…whole system reform Inadequate attention to historical, political, cultural, social and emotional context for change What is the cumulative impact on recipients of change vs. initiators?

  5. TRENDS Replication What works? Developing cookie cutters? Scale Mass production of best practices? Reproduction line Sustainability How institutionalize? Community role

  6. TRENDS Effectiveness Findings* Positive learning culture Close relationships Common focus Mutual respect and responsibility Redesigned schools slower change rates than new schools *Creating Cultures for Learning...2005

  7. TRENDS More relevant assignments to real world and student lives Higher rigor in English/language arts; low rigor in mathematics Quality of student work poor Changes in teaching and learning lag behind structural change

  8. TRENDS Generally enrolled underserved students behind academically New schools exhibited more positive trend in reading scores (not math) Attendance at new schools generally higher; Redesign schools need to address *AIR/SRI Executive Summary: Evaluation of the Bill & Melinda Gates Foundation’s High School Grants, 2001-2004.

  9. TRENDS Overall evidence confirms a more positive learning culture for both students and teachers. Critical Issues Instructional focus – T & L Sustainability - beyond 3-5 years Student Outcomes – “Value Added”

  10. TRENDS Evidence on school size effects* “clearly favors smaller schools. Students who traditionally struggle at school and students from disadvantaged social and economic backgrounds are the major benefactors of smaller schools.” * Leithwood and Jantzi, Review of empirical evidence about school size effects: A policy perspective. 2009

  11. *References AIR/SRI. (2003a). Charting a course: Evaluation design of the National School District and Network Grants Program. Washington, DC: American Institutes for Research. AIR/SRI. (2003b). High time for high school reform: Early findings from the evaluation of the National school District and Network Grants Program. Menlo Park, CA: SRI International AIR/SRI. (2005) Creating cultures for learning: Supportive relationships in new and redesigned high schools.

  12. *References AIR/SRI. (2005). Rigor, relevance, and results in new and conventional high schools. AIR/SRI. (2005). Getting to results: Early student outcomes in new and redesigned high schools. AIR/SRI. Executive Summary: Evaluation of the Bill & Melinda Gates Foundation’s High School Grants, 2001-2004

  13. BASIC ISSUES • Labels/Definitions • Small learning communities vs. Small autonomous schools • Schools within schools vs. Academies • Redesign vs. New independent • Purpose/Common Vision • The single solution or panacea • Portfolio of options

  14. IMPLEMENTATION ISSUES Human Capital/Resources Staffing Flexibility – Selection and Placement Pipeline Development Autonomy Decision-making on people, time, instructional program and money customized to support student needs Accountability for immediate results Fiscal

  15. ISSUE: How is Small School Structure Leveraged? What can you do differently in a small school that you can’t do in a large school ?

  16. ISSUES “Small schools can be crafted with an eye toward broad-based equity, or they can become creaming “tracks” within public secondary education”. (M. Fine, Rethinking Schools, 2005)

  17. Suggested Reading • Learning Supports and Small Schools Spring, 2009. Howard Adelman and Linda Taylor • New Small Learning Communities: Findings from Recent Literature, 2001. Kathleen Cotton • “External” Organizations and the Politics of Urban Educational Leadership: The Case of New Small Autonomous Schools Initiatives, 2009 Meredith Honig

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