Journal articles: 'Small high schools'

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Nehring, James, Jill H. Lohmeier, and Michaela Colombo. "Conversion of a Large, Urban High School to Small Schools." NASSP Bulletin 93, no. 1 (March 2009): 5–26. http://dx.doi.org/10.1177/0192636509336292.

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Haller, Emil J., David H. Monk, Alyce Spotted Bear, Julie Griffith, and Pamela Moss. "School Size and Program Comprehensiveness: Evidence From High School and Beyond." Educational Evaluation and Policy Analysis 12, no. 2 (June 1990): 109–20. http://dx.doi.org/10.3102/01623737012002109.

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The demand for school improvement has increased concern over the ability of small high schools to offer comprehensive programs and has raised anew the pressure for consolidation. However, although large schools clearly offer more courses than do small ones, it is less clear that they offer more comprehensive programs. In this study we use the High School and Beyond data to address three questions, (a) Are the math, science, and foreign language programs of large schools more comprehensive than those of small ones? (b) For any given school size, are these programs equally comprehensive? (c) Is there some point on the school size continuum beyond which comprehensiveness shows little change? We find that although large schools offer more comprehensive programs than do small ones, there is substantial variation in comprehensiveness among the three programs at any given school size, and there is no common point where the programs of smaller schools approximate the comprehensiveness of larger ones.

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Myatt, Larry. "Fulfilling the Promise of Small High Schools." Phi Delta Kappan 85, no. 10 (June 2004): 770–72. http://dx.doi.org/10.1177/003172170408501012.

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Ju, Jae Won. "Renewable Energy Promotion Policy for Elementary, Middle, and High Schools in Seoul." Applied Mechanics and Materials 672-674 (October 2014): 2178–82. http://dx.doi.org/10.4028/www.scientific.net/amm.672-674.2178.

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Sunlight generation in the schoolyard and geothermal generation are typical examples. However, from someday, sunlight generation is not doing its function enough. Many schools are trying to utilize renewable energy. But, in most of the cases, unlike preliminary plans, schools are not substantially utilizing renewable energy efficiently. In order to maximize the energy efficiency of school’s renewable energy, multiple renewable energy needs to be comprehensively combined and applied. The current method of solar energy is used in the rooftops of schools. Geothermal energy is installed using the large area of the schoolyard. Acupressure energy device using piezoelectric element is installed in the school gate, the 1st floor stairway, and the school building’s main entrance. Also, in the school’s streetlamps, noiseless, small wind energy generator is installed to generate wind energy. In conclusion, efficiently applying solar energy, geothermal energy, acupressure energy, wind energy will increase the school’s renewable energy effect.

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Dukes, Charles, and Pamela Lamar-Dukes. "Special Education: An Integral Part of Small Schools in High Schools." High School Journal 89, no. 3 (2006): 1–9. http://dx.doi.org/10.1353/hsj.2006.0002.

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Karanja, Lucy. "ESL Learning Experiences of Immigrant Students in High Schools in a Small City." TESL Canada Journal 24, no. 2 (June 20, 2007): 23. http://dx.doi.org/10.18806/tesl.v24i2.137.

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Immigrant students who attend high schools in small Canadian cities are likely to be few in each school. Consequently, they may receive limited English as a second language (ESL) services and support by school personnel. This study aimed to acquire a deeper understanding of the organization and provision of ESL services in high schools in a small city with few immigrant students. Results indicate that the limited ESL support and services available in these schools pose challenges to the educational success of these students; however, sufficient resources and support would enable meeting their educational needs better, even given their low numbers. Suggestions for improvements are provided.

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Kahne, Joseph E., Susan E. Sporte, Marisa de la Torre, and John Q. Easton. "Small High Schools on a Larger Scale: The Impact of School Conversions in Chicago." Educational Evaluation and Policy Analysis 30, no. 3 (September 2008): 281–315. http://dx.doi.org/10.3102/0162373708319184.

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This study examines 4 years of small school reform in Chicago, focusing on schools formed by converting large traditional high schools into small autonomous ones. Analyzing systemwide survey and outcome data, the authors assess the assumptions embedded in the reform’s theory of change. They find that these schools are characterized by more collegial and committed teacher contexts and more academically and personally supportive student contexts. There is some evidence of decreased dropout rates and increased graduation rates for the first cohort of students but not for the second cohort. The authors do not find stronger instruction, nor do they find student achievement has improved. They discuss implications for reformers and policy makers who are interested in small schools in particular and high school reform in general.

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ANCESS, JACQUELINE, and DAVID ALLEN. "Implementing Small Theme High Schools in New York City: Great Intentions and Great Tensions." Harvard Educational Review 76, no. 3 (September 1, 2006): 401–16. http://dx.doi.org/10.17763/haer.76.3.l023217qm45m35x6.

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In this article, Jacqueline Ancess and David Allen use New York City as a case study to examine the promises and the perils of the small high school reform movement that is sweeping the nation. They analyze the varying extent to which New York City's small high schools have implemented curricular themes in order to promote academic quality and equity. After identifying a wide range in the level of theme implementation in the city's small schools, Ancess and Allen suggest that small theme high schools have the potential to boost student engagement and achievement. However, the authors also express concern about the manner in which curricular themes may serve as socioeconomic, academic, or racial codes that threaten to merely repackage old patterns of school stratification and segregation.

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Wallach, Catherine A. "The Complexities of Operating Multiple Small Schools in a High School Conversion." Peabody Journal of Education 85, no. 3 (July 15, 2010): 264–75. http://dx.doi.org/10.1080/0161956x.2010.491429.

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Haller, Emil J. "High School Size and Student Indiscipline: Another Aspect of the School Consolidation Issue?" Educational Evaluation and Policy Analysis 14, no. 2 (June 1992): 145–56. http://dx.doi.org/10.3102/01623737014002145.

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School consolidation is again an issue in rural areas. Traditionally, such controversies have turned on criteria of equity and efficiency: Large schools are alleged to be more equitable and more efficient than small ones. However, the research on both criteria is exceedingly ambiguous; neither goal seems to be routinely served by making small rural schools larger. This article investigates another possible criterion for judging the desirability of creating larger schools, student indiscipline. Both theory and evidence suggest that large schools are more disorderly than small ones. Using data from a nationally representative sample of high schools, this study suggests that creating larger institutions will increase student misbehavior. However, the increase experienced by small rural high schools—those most at risk of consolidation—will border the trivial. Thus, indiscipline provides no less ambiguous a criterion for deciding consolidation issues than does equity or efficiency. Arguably, when “technical” criteria provide no clear guidelines for an important public policy decision, citizen preferences should be determinative.

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Marcarelli, Gabriella, and Paola Mancini. "HIGH SCHOOL CHOICE: HOW DO PARENTS MAKE THEIR CHOICE?" International Journal of the Analytic Hierarchy Process 11, no. 1 (April 24, 2019): 91–109. http://dx.doi.org/10.13033/ijahp.v11i1.633.

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Location, well-qualified teachers, leaving score and academic performance are the main factors associated with parents' high school choices. This paper aims to provide students and their parents with a helpful tool for synthesizing these elements. By focusing on a small Italian town, we analyze Eduscopio and ScuolainChiaro’s data concerning high schools’ characteristics and students’ performances, and apply the Analytic Hierarchy Process (AHP) in order to derive the ranking of high schools taking into account three criteria: the students' performance at school, their academic performance and the school’s characteristics (such as the number of students per class and per teacher). The results from the AHP procedure using only school performances and characteristics highlight that the classic lyceum has the best performance and the scientific lyceums rank second, albeit rather close to the other lyceums. Entering the academic performance factor into the model changes the ranking of preferences in favor of the scientific lyceum, whose value is slightly higher than the classic one, and decreases the values of the other lyceums and technical high schools. This is due to the excellent academic performance of those who leave scientific schools, mostly in terms of credits at the end of the first year and average exam scores.

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Beloin, Kim S. "Strategies for Developing Inclusive Practices in Small, Rural Schools." Rural Special Education Quarterly 17, no. 1 (March 1998): 12–20. http://dx.doi.org/10.1177/875687059801700103.

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This article showcases several small, rural schools in Wisconsin who have made a commitment to utilizing inclusive school practices. By re-aligning current building-based resources in innovative ways, the professionals in these four schools have designed unique inclusive education models and practices that respond to the educational needs of a diverse range of learners. This article describes four successful rural school inclusion models in detail. These rural school inclusion models focus on: (a) scheduling for cross-categorical programming, (b) including students with challenging behaviors, (c) co-teaching, and (d) practicing inclusive education in a rural high school. Other small, rural schools who are moving towards inclusion, will benefit from the discussed experiences these models encountered during the re-alignment of their resources.

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Lee, Valerie E., and Julia B. Smith. "High School Size: Which Works Best and for Whom?" Educational Evaluation and Policy Analysis 19, no. 3 (September 1997): 205–27. http://dx.doi.org/10.3102/01623737019003205.

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The study described in this article investigates the relationship between high school size and student learning. We used three waves of data from NELS:88 and hierarchical linear modeling (HLM) methods to examine how students’ achievement growth in two subjects (reading and mathematics) over the high school years is influenced by the size of the high school they attend. Three research questions guided the study: (a) Which size high school is most effective for students’ learning?, (b) In which size high school is learning most equitably distributed?, and (c) Are size effects consistent across high schools defined by their social compositions? Results suggest that the ideal high school, defined in terms of effectiveness (i.e., learning), enrolls between 600 and 900 students. In schools smaller than this, students learn less; those in large high schools (especially over 2,100) learn considerably less. Learning is more equitable in very small schools, with equity defined by the relationship between learning and student socioeconomic status (SES). An important finding from the study is that the influence of school size on learning is different in schools that enroll students of varying SES and in schools with differing proportions of minorities. Enrollment size has a stronger effect on learning in schools with lower-SES students and also in schools with high concentrations of minority students. Implications for educational policy are discussed.

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Stiefel, Leanna, Amy Ellen Schwartz, Patrice Iatarola, and Colin C. Chellman. "Mission matters: The cost of small high schools revisited." Economics of Education Review 28, no. 5 (October 2009): 585–99. http://dx.doi.org/10.1016/j.econedurev.2009.01.005.

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Armendáriz, Joyzukey, Javier Tarango, and Juan Daniel Machin-Mastromatteo. "Analysis of Institutional Competitiveness of Junior High Schools through the Admission Test to High School Education." Journal of New Approaches in Educational Research 7, no. 1 (January 15, 2018): 52–60. http://dx.doi.org/10.7821/naer.2018.1.259.

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This descriptive and correlational research studies 15,658 students from 335 secondary schools in the state of Chihuahua, Mexico, through the results of the examination of admission to high school education (National High School Admission Test - EXANI I from the National Assessment Center for Education - CENEVAL) on logical-mathematical and verbal reasoning, mathematics and Spanish, comparing along the variables of sex, system (public or private), type of school of origin (there are seven types) and ranking of grades, with which, the main objective is to identify levels of institutional competitiveness. The main findings of the research were: (i) private schools, in comparison with public ones, showed percentages of more favorable grades (60.54 and 43.58 respectively); (ii) influence of the academic average of the students in the result of the examination of admission (correlation of .0403; (iii) greater competence in the area of verbal reasoning (56.47) compared to logical-mathematical reasoning (55.69); and (iv) the identification of a small number of secondary schools considered as having sufficient institutional competitiveness (11 schools, equivalent to 3.28% of the total).

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Rickles, Jordan, Kristina L. Zeiser, Rui Yang, Jennifer O’Day, and Michael S. Garet. "Promoting Deeper Learning in High School: Evidence of Opportunities and Outcomes." Educational Evaluation and Policy Analysis 41, no. 2 (March 25, 2019): 214–34. http://dx.doi.org/10.3102/0162373719837949.

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Policymakers and practitioners are increasingly interested in students’ deeper learning skills, or the interpersonal and intrapersonal skills students need to succeed in school, careers, and civic life. This article presents evidence about whether the concept of deeper learning—applied across a variety of approaches—has potential merit as a means for education improvement. The analysis, based on 16 high schools implementing a school-wide approach to promoting deeper learning within the context of small schools, indicates that students who attended schools focused on deeper learning reported greater opportunities for deeper learning, greater competency in some deeper learning domains, had higher rates of graduating from high school, and were more likely to enroll in 4-year colleges than similar students who attended comparison schools.

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Gökyer, Necmi. "Organizational Commitment of High School Teachers." Journal of Education and Training Studies 6, no. 3a (April 1, 2018): 115. http://dx.doi.org/10.11114/jets.v6i3a.3165.

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The aim of this study is to identify high school teachers’ commitment to school development, colleagues, the teaching profession and sense of duty. The population of this descriptive survey comprised 2,805 teachers working at 47 high schools in Elazığ during the 2016-2017 school year. The study sample was selected through stratified sampling, which aims to identify subgroups in a population and ensure that their size in the sample represents their proportion in the population. The data collection tool was then distributed to 461 teachers working in 12 schools selected randomly from these strata. The data collection tool had two sections. The first had conceptual questions and the second had questions about organizational commitment behaviors. The results showed that high school teachers felt full commitment only to the teaching profession, while they “often” felt committed in other subdimensions and the entire scale. More precisely, the commitment level of science teachers to school development was higher than that of social sciences teachers. Teachers working in the city center had higher commitment to colleagues and school development than those in small towns. Teacher candidates had higher commitment to sense of duty than teachers and specialist teachers. Teachers working at vocational and technical high schools had lower commitment to school development than teachers working at Anatolian high schools, social sciences and science high schools. There was a moderate, negative and meaningful relationship between teachers’ age, professional seniority, professional title and marital status. There was a high, positive and meaningful relationship between the subdimensions and the entire scale. Among the subdimensions, too, there was a moderate, positive and meaningful relationship.

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Nehring, James H., and Jill H. Lohmeier. "Leadership Challenges Converting a Large High School to Small Schools: A Follow-Up Study." NASSP Bulletin 94, no. 3 (September 2010): 184–212. http://dx.doi.org/10.1177/0192636510387825.

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Lee, Valerie E., Becky A. Smerdon, Corinne Alfeld-Liro, and Shelly L. Brown. "Inside Large and Small High Schools: Curriculum and Social Relations." Educational Evaluation and Policy Analysis 22, no. 2 (June 2000): 147–71. http://dx.doi.org/10.3102/01623737022002147.

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Howley, Aimee, and Craig Howley. "Small schools and the pressure to consolidate." education policy analysis archives 14 (March 30, 2006): 10. http://dx.doi.org/10.14507/epaa.v14n10.2006.

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Positioned in relationship to reform literature calling for small schools “by design” and interpreting data from a case study of a high performing but low-SES district in a Midwestern state, this paper provides a basis for making sense of the apparent divergence in policies governing schooling structures in rural and urban places. Its interpretation examines the way educational reformers work to valorize a multidimensional set of practices constituting “small school reform.” This reform package is, ironically, to some extent unrelated to what is actually taking place naturally in small schools and districts, where more “traditional” practices are said to be more common. Reformers often regard such practices as deficient, but that judgment seems to disregard empirical findings about school and district size, which typically show that smaller scale itself confers advantages across locales. Moreover, they overlook dynamics such as those revealed in this case study, which demonstrate how smaller scale promotes a close-knit family atmosphere as well as shared commitment to a set of core values. In addition, with smaller scale come structural arrangements that support an ethos of self-sufficiency and openness to “outsiders”—transient as well as open-enrollment students. These dynamics enable a small district to weather substantial threats to its existence.

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Mojapelo, Maredi Samuel, and Jacqueline A. Fourie. "LIBRARY AND INFORMATION RESOURCES IN RURAL SCHOOLS OF LIMPOPO PROVINCE: A SMALL STUDY." Mousaion: South African Journal of Information Studies 32, no. 2 (October 3, 2016): 124–49. http://dx.doi.org/10.25159/0027-2639/1693.

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The purpose of this article is to report on a small study that investigated the availability of library and information resources in rural schools of Limpopo Province, South Africa. For the school curriculum to be successfully implemented, adequate library facilities, collections, staff and funds are required to support it. Data was collected by means of questionnaires directed to all teacher-librarians and principals in the high schools of the Lebopo Circuit, Capricorn District. The study found that most schools do not have functional school libraries. Converted classrooms serving as libraries are unorganised making it difficult to retrieve and access information. Some schools use staffrooms and storerooms to house library materials but learners cannot use these materials because of limited space. Unqualified teacher-librarians lack library skills and cannot guide learners to use resources. A few schools are without electricity making it impossible to operate electronic equipment. The authors recommend that schools should be provided with library-based resources managed by professionally qualified teacher-librarians to meet the needs of learners and the aims of the school curriculum.

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Correll, Melissa. "What Do High School Students Know About Information Literacy? A Case Study of One University’s Feeder Schools." Pennsylvania Libraries: Research & Practice 7, no. 1 (May 20, 2019): 25–37. http://dx.doi.org/10.5195/palrap.2019.202.

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This article describes a local study that seeks to illuminate first-year college students’ prior experiences with research and information literacy (IL) during high school. A small, suburban university surveyed and conducted interviews with librarians at the university’s feeder schools. The high school librarians rated students’ levels of proficiency in IL skills and described their school’s IL programs. Overall, librarians rated students’ IL levels as less than proficient and described several challenges to helping students improve these competencies, including teacher resistance, assignment design, and students’ habits around information. Opportunities exist for academic and school librarians to collaborate to improve IL instruction as well as to emphasize IL in teacher education programs.

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King, Harold, Stephen Campbell, Makenzie Herzog, David Popoli, Andrew Reisner, and John Polikandriotis. "Epidemiology of Injuries in High School Football: Does School Size Matter?" Journal of Physical Activity and Health 12, no. 8 (August 2015): 1162–67. http://dx.doi.org/10.1123/jpah.2014-0356.

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Background:More than 1 million US high school students play football. Our objective was to compare the high school football injury profiles by school enrollment size during the 2013–2014 season.Methods:Injury data were prospectively gathered on 1806 student athletes while participating in football practice or games by certified athletic trainers as standard of care for 20 high schools in the Atlanta Metropolitan area divided into small (<1600 students enrolled) or large (≥1600 students enrolled) over the 2013–2014 football season.Results:Smaller schools had a higher overall injury rate (79.9 injuries per 10,000 athletic exposures vs. 46.4 injuries per 10,000 athletic exposures; P < .001). In addition, smaller schools have a higher frequency of shoulder and elbow injuries (14.3% vs. 10.3%; P = .009 and 3.5% vs. 1.5%; P = .006, respectively) while larger schools have more hip/upper leg injuries (13.3% vs. 9.9%; P = .021). Lastly, smaller schools had a higher concussion distribution for offensive lineman (30.6% vs. 13.4%; P = .006) and a lower rate for defensive backs/safeties (9.2% vs. 25.4%; P = .008).Conclusions:This study is the first to compare and show unique injury profiles for different high school sizes. An understanding of school specific injury patterns can help drive targeted preventative measures.

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Nollen, Nicole L., Christie Befort, Ann McGrath Davis, Tricia Snow, Jonathan Mahnken, Qingjiang Hou, Mary Story, and Jasjit S. Ahluwalia. "Competitive Foods in Schools: Availability and Purchasing in Predominately Rural Small and Large High Schools." Journal of the American Dietetic Association 109, no. 5 (May 2009): 857–64. http://dx.doi.org/10.1016/j.jada.2009.02.013.

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Simpson, William D., and Edmund A. Marek. "Understandings and misconceptions of biology concepts held by students attending small high schools and students attending large high schools." Journal of Research in Science Teaching 25, no. 5 (May 1988): 361–74. http://dx.doi.org/10.1002/tea.3660250504.

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Perfetto, John Charles, Glenda Holland, Rebecca Davis, and La Vonne Fedynich. "A Comparison Of Mission Statements Of National Blue Ribbon Schools And Unacceptable Texas High Schools." Journal of College Teaching & Learning (TLC) 10, no. 4 (September 30, 2013): 289–94. http://dx.doi.org/10.19030/tlc.v10i4.8125.

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This study was conducted to determine the themes present in the context of high schools, to determine any significant differences in themes for high and low performing high schools, and to determine if significant differences were present for the same sample of high schools based on school size. An analysis of the content of mission statements identified 31 dominant themes: Students, Providing, All, Community, Learning, Academics, Developing, Responsible, Education, Environment, Preparing, Productive, Success, Lifelong Learning, Individual, Citizen, Excellence, Skills, Society, Committed, Promotes, Achievement, Diversity, Knowledge, Nature, Challenge, Future, Partnership, Quality, Potential, and Safe. Significant differences were found between the group of high and low performing high schools for the themes of Academics, Excellence, Challenge, Learning, Nurture, and Lifelong Learning (p ? .05). Analysis of mission statements grouped by size yielded a significant difference for the theme of Knowledge for large size high schools as compared to small and medium size high schools.

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Sastradiharja, EE Junaidi. "Manajemen Sekolah Berbasis Mutu." Mumtaz: Jurnal Studi Al-Qur'an dan Keislaman 2, no. 2 (October 21, 2019): 267–92. http://dx.doi.org/10.36671/mumtaz.v2i2.28.

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Quality school is the dream of all parties. High-quality schools are characterized by the management of professional schools, learning activities that run in an innovative, creative and fun way, and can achieve the curriculum targets and optimal absorption, then the learning outcomes show good quality. Quality management of educational resources, especially human resources, curriculum, educational and financial facilities and infrastructure is the most decisive factor in the realization of quality schools. Therefore, managerial capabilities of organizers and school managers largely determine the diversity of school quality. Modern societies term the diversity of school quality as “elite school” which means large, luxurious, and quality or the term “school alit” means small, simple, and lacking in quality. However, what really distinguishes school quality lies in the ability of school administrators and managers to manage or manage the school. Small schools that are professionally managed with quality based, the results will be large and quality schools.

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KASSISSIEH, JULIA, and DIANA OXLEY. "From Comprehensive High Schools to Small Learning Communities: accomplishments and challenges." FORUM 50, no. 2 (2008): 199. http://dx.doi.org/10.2304/forum.2008.50.2.199.

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Warner, Miya T., and Douglas D. Ready. "Equity, Access, and Mathematics Coursetaking Within Purposefully Created Small High Schools." Educational Policy 33, no. 5 (October 26, 2017): 761–804. http://dx.doi.org/10.1177/0895904817736632.

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Gourgey, Hannah, Bahram Asiabanpour, and Carol Fenimore. "Case Study Of Manor New Tech High School: Promising Practices In STEM Education For Comprehensive High Schools." American Journal of Engineering Education (AJEE) 1, no. 1 (December 1, 2010): 47–64. http://dx.doi.org/10.19030/ajee.v1i1.792.

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The following paper culminates a year of research conducted by researchers at E3 Alliance and Texas State University and sponsored by the National Science Foundation. The following reports on promising practices observed and reported at Manor New Tech High School (MNTH), a Texas Science Technology Engineering Mathematics (T-STEM) high school in Manor Independent School District (ISD) that opened in August 2007. MNTH follows several high school redesign principles such as small learning communities and rigorous coursework with real-world applications, and is focused on Science, Technology, Engineering, and Mathematics (STEM). Through a case study analysis based on teacher surveys, interviews, and site visits, the researchers identify practices that potentially apply to comprehensive high schools committed to improving student outcomes in STEM fields.

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Lee, Valerie E. "Effects of High-School Size on Student Outcomes:Response to Howley and Howley." education policy analysis archives 12 (September 24, 2004): 53. http://dx.doi.org/10.14507/epaa.v12n53.2004.

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I take issue with several points in the Howleys' reanalysis (Vol. 12 No. 52 of this journal) of "High School Size: Which Works Best and for Whom?" (Lee & Smith, 1997). That the original sample of NELS schools might have underrepresented small rural public schools would not bias results, as they claim. Their assertion that our conclusions about an ideal high-school size privileged excellence over equity ignores the fact that our multilevel analyses explored the two outcomes simultaneously. Neither do I agree that our claim about "ideal size" (600-900) was too narrow, as our paper was clear that our focus was on achievement and its equitable distribution. Perhaps the most important area of disagreement concerns non-linear relationships between school size and achievement gains. Ignoring the skewed distribution of school size, without either transforming or categorizing the variable produces findings that spuriously favor the smallest schools. Our recent involvement as expert witnesses on opposite sides in a court case may have motivated the Howleys' attempt to discredit our work. Finally, I argue that research attempting to establish a direct link between school size and student outcomes may be misguided. Rather, school size influences student outcomes only indirectly, through the academic and social organization of schools. Considerable evidence links these organizational factors to student outcomes (especially learning and its equitable distribution).

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Thompson, Jennifer S. "The Effect of Single-Sex Secondary Schooling on Women's Choice of College Major." Sociological Perspectives 46, no. 2 (June 2003): 257–78. http://dx.doi.org/10.1525/sop.2003.46.2.257.

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This study examines the effect of attending an all-girls' high school on the sex-traditionality of women's choice of college major. Using data from the High School and Beyond study and multinomial logit analysis, the results indicate that women who attended all-girls' high schools (versus coed high schools) were more likely to major in sex-integrated fields, compared to highly female fields. The effect may be due in small part to feminist attitudes produced in an all-female high school environment but is not due to differences in coursework (particularly math) or test scores.

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Chatterji, Madhabi. "Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K—first grade sample. Vol. 13 No. 46." education policy analysis archives 13 (November 23, 2005): 46. http://dx.doi.org/10.14507/epaa.v13n46.2005.

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In light of the NCLB Act of 2001, this study estimated mathematics achievement gaps in different subgroups of kindergartners and first graders, and identified child- and school-level correlates and moderators of early mathematics achievement. A subset of 2300 students nested in 182 schools from the Early Childhood Longitudinal Study K-First Grade data set was analyzed with hierarchical linear models. Relative to school mean estimates at the end of kindergarten, significant mathematics achievement gaps were found in Hispanics, African Americans and high poverty students. At the end of Grade 1, mathematics gaps were significant in African American, high poverty, and female subgroups, but not in Hispanics. School-level correlates of Grade 1 Mathematics achievement were class size (with a small negative main effect), at-home reading time by parents (with a large positive main effect) and school size (with a small positive main effect). Cross-level interactions in Grade 1 indicated that schools with larger class and school sizes had a negative effect on African American children's math scores; schools giving more instructional time to reading and math had a positive effect on high poverty students' scores, and schools with higher elementary teacher certification rates had a positive effect on boys' mathematics achievement.

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Athanasou, James A., and Ray W. Cooksey. "Ability of high school pupils to estimate vocational interests: Some influences of demographic factors and context." Australian Educational and Developmental Psychologist 11, no. 2 (November 1994): 25–31. http://dx.doi.org/10.1017/s0816512200027036.

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ABSTRACTThis study examines the influence of demographic factors such as age, sex, and school setting on self-estimate ability. The subjects (N = 1814) in this study were administered an interest inventory (Vocational lnterest Survey) and a self-rating scale (Work Interest Survey). Similarity between self-estimate and measured interest profiles was assessed using the correlation between individual's profiles and the squared Euclidean distance (D2), and its components (elevation, scatter, and shape by scatter). There were significant differences between boys and girls on profile parameters of elevation, the overall distance between profiles, and self-estimate ability. Girls, on the whole, were better able to estimate the pattern of measured interests (0.62), compared to boys (0.55), but the magnitude of this difference between these coefficients (i.e., 0.07) was very small. Age differences between four age groups (14, 15, 16, and those over 16 years) were small. The mean correlation at 14 years was 0.64 compared with 0.57 at 16 years and 0.4 for those over 16 years. Differences between single-sex schools and co-educational schools were the third factor considered. Girls' schools had the highest correlation between the VIS and WIS profiles (0.63), followed by co-educational schools (0.58) and boys' schools had the lowest profile correlation (0.55).

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Edmunds, Julie A., Nina Arshavsky, Karla Lewis, Beth Thrift, Fatih Unlu, and Jane Furey. "Preparing Students for College: Lessons Learned From the Early College." NASSP Bulletin 101, no. 2 (June 2017): 117–41. http://dx.doi.org/10.1177/0192636517713848.

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This article utilizes mixed methods—a lottery-based experimental design supplemented by qualitative data—to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college. Results show that early college students are more likely to have successfully completed the courses they need for entrance into college; early college students also graduated from high school at a higher rate. Interview and survey data show that early college students are generally considered similarly prepared to more traditional postsecondary students. The interview data also provide detailed descriptions of the kinds of strategies the schools use to support college readiness. The article concludes with lessons learned for secondary school principals.

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Sims, Sam, and Rebecca Allen. "Identifying Schools With High Usage and High Loss of Newly Qualified Teachers." National Institute Economic Review 243 (February 2018): R27—R36. http://dx.doi.org/10.1177/002795011824300112.

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In England, teacher shortages have worsened in recent years and one contributor is the declining rates of retention among newly qualified teachers (NQTs). We employ a method developed in the health-statistics literature to identify schools that both recruit an unusually high level of NQTs and lose an unusually high level of NQTs from the profession. We show that this small group of schools, which are likely characterised by poor working conditions, are responsible for a disproportionately large amount of attrition from the teaching profession. This has a material effect on overall teacher shortages and comes at a high cost to taxpayers. Policy solutions, including improving the flow of information to NQTs to help them avoid such schools, are discussed

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Iatarola, Patrice, and Ross Rubenstein. "New Stakes and Standards, Same Ol' Spending? Evidence from New York City High Schools." Education Finance and Policy 2, no. 1 (January 2007): 74–99. http://dx.doi.org/10.1162/edfp.2007.2.1.74.

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In 1996, New York State began requiring all graduating high school students (starting with the Class of 1999) to pass rigorous end-of-course exams in five subjects. This study explores whether high school resources have been reallocated in the wake of these new standards and whether reallocation patterns differ among high- and low-graduation-rate schools. Using a six-year panel of school-level data, we model resources as a function of school and student characteristics, school graduation rates, and school fixed effects. Regression analyses reveal increases in direct services spending, while the percentage of more experienced and educated teachers fell. We find little evidence, though, of differential patterns related to graduation rates, with the exception of teacher licensure and nonpersonnel expenditures. The findings suggest that schools may have limited ability to redeploy nonteacher resources in the short term. While other funds may be reallocated, these represent a small share of total school resources.

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DARLING-HAMMOND, LINDA. "No Child Left Behind and High School Reform." Harvard Educational Review 76, no. 4 (December 1, 2006): 642–67. http://dx.doi.org/10.17763/haer.76.4.d8277u8778245404.

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Although No Child Left Behind (NCLB) aims to close the achievement gap that parallels race and class, some of its key provisions are at odds with reforms that are successfully overhauling the large, comprehensive high schools that traditionally have failed students of color and low-income students in urban areas. While small, restructured schools are improving graduation and college attendance rates, NCLB accountability provisions create counterincentives that encourage higher dropout and push-out rates for low-achieving students (especially English language learners), create obstacles to staffing that allow for greater personalization, and discourage performance assessments that cultivate higher-order thinking and performance abilities. In this article, Linda Darling-Hammond proposes specific amendments to NCLB that could help achieve the goal of providing high-quality, equitable education for all students by recruiting highly qualified teachers and defining such teachers in appropriate ways; by rethinking the accountability metrics for calculating adequate yearly progress so that schools have incentives to keep students in school rather than pushing them out; and by encouraging the use of performance assessments that can motivate ambitious intellectual work.

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Copland, Michael A., and Elizabeth E. Boatright. "Leading Small: Eight Lessons for Leaders in Transforming Large Comprehensive High Schools." Phi Delta Kappan 85, no. 10 (June 2004): 762–70. http://dx.doi.org/10.1177/003172170408501011.

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Bloom, Howard S., and Rebecca Unterman. "Can Small High Schools of Choice Improve Educational Prospects for Disadvantaged Students?" Journal of Policy Analysis and Management 33, no. 2 (March 2014): 290–319. http://dx.doi.org/10.1002/pam.21748.

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Feldman, Jay, and Anne O’Dwyer. "Patterns in Student Perceptions of Start-Up and Conversion Small High Schools." Peabody Journal of Education 85, no. 3 (July 15, 2010): 313–32. http://dx.doi.org/10.1080/0161956x.2010.491689.

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Folan, Sheila, and Cary J. Trexler. "A Case of a Partnership Academy Small Learning Community Model on Student Outcomes." Journal of Youth Development 3, no. 1 (June 1, 2008): 73–88. http://dx.doi.org/10.5195/jyd.2008.321.

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Many students are experiencing disconnect from their large, seemingly impersonal high schools. This case study research explored a post-high school class cohort's perceptions of an academy environment. The study examined the nature of its connection to academic, behavioral and post-secondary effects by utilizing a treatment group of academy students and a comparison group of non-academy students. The study found that students within academies experienced a greater sense of high school community than non-academy students. Differences were also found in post-secondary endeavors including greater participation by academy students in college, the workforce and career/technical areas.

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Jordan, Gihon. "Child Pedestrian–Car Crashes Near Schools Are a Small Percentage of Total Child Pedestrian Crashes in Philadelphia." Transportation Research Record: Journal of the Transportation Research Board 1636, no. 1 (January 1998): 132–37. http://dx.doi.org/10.3141/1636-21.

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An analysis was conducted of 2,167 pedestrian-car crashes reported by the Philadelphia Police Department in 1994. Age, sex, location, type and severity of injury, and neighborhood of victim and driver were taken directly from the police reports. The pedestrian’s actions were coded into 43 categories using the description in the police report. The unique aspect of this research is that the distance to the nearest school was measured and included in the database. The impetus to create this database was a politician’s demand that School 15 mph flasher signs be installed at the over 500 schools in Philadelphia. Only three schools in Philadelphia had school flashers when these data were collected in 1994. Most schools had School Crossing signs and School 15 mph speed limit signs where appropriate. There were about 600 school crossing guards in 1994. The data indicate that few children are injured by cars near schools during opening, recess, and closing times. More children are injured en route to or from school, but not near the school. A greater number are injured while playing after returning home from school than are injured during the trip to or from school combined. Thus, an implementation of in-school child traffic safety education, installation of new strong yellow-green School Crossing signs, and targeted and advertised enforcement of motor vehicle laws would be better responses to child traffic safety than the wholesale installation of flashing school speed limit signs. The data also confirm that dart-outs, other nonintersection crossings, traffic signals, and playing in the street are the principal crash types for children. Philadelphia has a very high rate of unlicensed, unregistered, and uninsured drivers (estimated at over 40 percent). Enforcement is lax, and the traffic court dismisses most moving violation cases. Children deserve to be made safer 24 hours a day, 365 days a year. Flashers cannot do that because only a small percentage of crashes occur near schools during school hours and because flashers are ineffective in reducing speeds and car-pedestrian crashes near schools.

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Jennings, Jennifer L. "School Choice or Schools’ Choice?" Sociology of Education 83, no. 3 (July 2010): 227–47. http://dx.doi.org/10.1177/0038040710375688.

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Drawing on a year and a half of ethnographic research in three New York City small high schools, this study examines the role of the school in managing school choice and asks what social processes are associated with principals’ disparate approaches. Although district policy did not allow principals to select students based on their performance, two of the three schools in this study circumvented these rules to recruit and retain a population that would meet local accountability targets. This article brings together sensemaking and social network theories to offer a theoretical account of schools’ management of choice in an era of accountability. In doing so, the author demonstrates that principals’ sensemaking about the accountability and choice systems occurred within the interorganizational networks in which they were embedded and was strongly conditioned by their own professional biographies and worldviews. Principals’ networks offered access to resources that could be activated to make sense of the accountability and choice systems. How principals perceived accountability and choice policies influenced whether they activated their social networks for assistance in strategically managing the choice process, as well as how they made sense of advice available to them through these networks. Once activated, principals’ networks provided uneven access to instrumental and expressive resources. Taken together, these results suggest that schools respond to accountability and choice plans in varied ways that are not simply a function of their short-term incentives.

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Shipps, Dorothy. "Empowered Or Beleaguered? Principals’ Accountability Under New York City’s Diverse Provider Regime." education policy analysis archives 20 (January 10, 2012): 1. http://dx.doi.org/10.14507/epaa.v20n1.2012.

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By 2008, New York City’s school governing regime contained two market-creation policies. Each reshaped principal incentives. One closed large high schools, replacing them with four-to-eight small schools. Another replaced uniform district-provided services with eleven School Support Organizations (SSOs). Both aimed to empower principals with new discretion. This interview study of a small, stratified random sample of high school principals uses mixed methods to analyze 241 incidents detailing their reactions. Guiding questions include whether principals experienced the policies as empowering. Findings show that two thirds of the principals felt beleaguered rather than empowered; incentives appeared insufficient to provide them with unambiguous direction and confidence in their own decisions. The study concludes by considering what additional resources might be needed to expand the one third who felt empowered into a majority.

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Rachmawati, Umi. "READING INTEREST OF SENIOR HIGH SCHOOL STUDENTS: A CASE STUDY." Journal of Languages and Language Teaching 6, no. 1 (May 23, 2018): 17. http://dx.doi.org/10.33394/jollt.v6i1.809.

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Nowadays, the development of the teaching and learning of English as a foreign language has been transformed. Learners do not only focus on the learning of speaking and writing but also reading since they are required to be able to smartly respond to the texts they are reading. The development of the information and technology forces the focus of teaching and learning on the critical reading that might be less interesting for the students. The students may not know their interest in reading before they start reading. A unique condition in Magelang regency, a small town close to Yogyakarta, the students of senior high schools have achieved their best achievement for their learning that can be seen from the rank of the school that becomes the best school in terms of the final examination in Central Java. To know the teaching and learning of English in that school can be an alternative for other schools. Based on the case study conducted in some schools in Magelang regency, it can be found that the teaching and learning are still varied. The findings were discussed under the following terms; students’ reading activities, mastery of reading skills, reading materials, and reading modality. It is a problem for the success of language teaching as the students can have low motivation in reading if the reading materials were not interesting for them.

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Hameed, Gulnaz, and Intzar Hussain Butt. "Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices." Global Social Sciences Review III, no. IV (December 30, 2018): 127–41. http://dx.doi.org/10.31703/gssr.2018(iii-iv).09.

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This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.

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Schwartz, Amy Ellen, Leanna Stiefel, and Matthew Wiswall. "Are all schools created equal? Learning environments in small and large public high schools in New York City." Economics of Education Review 52 (June 2016): 272–90. http://dx.doi.org/10.1016/j.econedurev.2016.03.007.

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Huebner, E. Scott, Shannon Suldo, Robert F. Valois, J. Wanzer Drane, and Keith Zullig. "Brief Multidimensional Students' Life Satisfaction Scale: Sex, Race, and Grade Effects for a High School Sample." Psychological Reports 94, no. 1 (February 2004): 351–56. http://dx.doi.org/10.2466/pr0.94.1.351-356.

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Preliminary normative data for the total score of the Brief Multidimensional Students' Life Satisfaction Scale were collected from 5,034 adolescents in Grades 9 through 12 at public high schools in South Carolina. The statistically significant mean differences by race were of small magnitude. Mean total scores did not differ by sex or grade in school.

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Gurantz, Oded. "A Little Can Go a Long Way: The Impact of Advertising Services on Program Take-Up." Educational Evaluation and Policy Analysis 40, no. 3 (May 25, 2018): 382–98. http://dx.doi.org/10.3102/0162373718774630.

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The success of policy interventions is frequently stymied by the inability to induce take-up in target populations. In this article, I show that local advertising in combination with small financial lotteries increases the likelihood that low-income students apply for and receive state aid. I isolate causal impacts by estimating the change in completed aid applications in high schools where the advertising program was canceled due to the expiration of private funding compared with high schools that never participated in the advertising program. Using this differences-in-differences framework, I find that state aid applications declined by approximately 3% to 4% (or roughly four to six applications per high school). Furthermore, postsecondary enrollment in 4-year public colleges declined by about one-half to one percentage point in impacted high schools. These results suggest that small incentives may be a cost-effective means of promoting program take-up for marginal students.

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Journal articles on the topic 'Small high schools'

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