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Citation:

Wasley, P. A., Fine, M., Gladden, M., Holland, N. E., King, S. P., Mosak, E., & Powell, L. C. (2000). Small schools: Great strides a study of new small schools in Chicago. New York, NY: The Bank Street College of Education. http://www.essentialschools.org/cs/resources/view/ces_res/19.

Annotation:
This two-year study explored the relationship between small schools and student achievement in Chicago. As part of the investigation, researchers explored the roles of external community partners in small schools and the kinds of connections that are formed with families in small schools. The researchers found that ÒstudentÕs attachment, persistence, and performance are all stronger in the small schools as compared to the system at large,Ó including better attendance, lower dropout rates, higher grade point averages, stronger test scores, fewer class failures, and a lesser likelihood of repeating a grade in elementary school. A number of conditions impacted student achievement, including a heightened sense of safety, greater variety in instructional approaches, and stronger accountability between teachers, students, and parents. Also, researchers found that external partners contributed to the successful startup, development, and continued growth of small schools. Quantitative analysis was conducted for 143 small schools located in 54 buildings on a variety of school performance indicators. Small schoolsÕ data were compared with data from the host schools in which the small schools were located, as well as large schools in Chicago. Data were analyzed using Hierarchal Linear Modeling (HCM) methods. Focus groups, interviews, and observations were conducted at eight of these schools, in addition to the quantitative analyses. The authors concluded that small schools are a viable strategy for systemic reform, but require that both schools and districts meet an important set of challenges. This extensive, mixed-methods study provides a great deal of both process and outcome information related to small schools. It would be instructive to practitioners in other urban settings who want a better understanding of what a small school is, the different forms it can take, and the results that it can achieve. More specific examples and in-depth discussion of the school, family, community connections would be helpful.