Small High Schools on a Larger Scale: The Impact of School Conversions in Chicago

Kahne, Joseph; Sporte, Susan E.; Torre, Marisa de la; Easton, John Q.

doi:10.3102/0162373708319184

Cited by 45 publications

(71 citation statements)

References 14 publications

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“…Early research on small schools showed some positive outcomes for low-income students (Howley, 1995;Lee & Smith, 1997) and other students in general (Cotton, 1996(Cotton, , 2001Page, Layzer, Schimmenti, Bernstein, & Horst, 2002;Wasley et al, 2000), more current research is not so clear. Results from the research on small high schools have not been consistently positive as Kahne, Sporte, de la Torre, and Easton (2008) presented in their evaluation of the Chicago High School Redesign Initiative. They found the following:…”

Section: Redefine Professionalismmentioning

confidence: 87%

Narrowing the Achievement Gap on a State-Wide Scale: Student Success

Kaniuka¹

2011

IJRSE

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In 2002, the first early college high schools opened in North Carolina in an attempt to improve the performance of traditionally underserved students. Students of color, economic disadvantage, or having family histories of little or no post secondary attainment were targeted by this school reform initiative. Students attending these schools are exposed to rigorous high school curricula, experience a small school environment, and have access to post secondary education at the community college or university level. This study examined the academic performance of early college students compared to traditional high school students in North Carolina using non-parametric methods to determine whether the early college students have different passing rates on select North Carolina high school exams. The results indicate that for the selected end-of-course exams, many of the early college students have significantly greater rates of passing and in several instances that the gap between white and traditionally under represented students is narrower than traditional schools. These results suggest the North Carolina early college model may be a viable school reform initiative in assisting students to graduate high school and prepare students for life beyond high school.

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Section: Redefine Professionalismmentioning

confidence: 87%

Narrowing the Achievement Gap on a State-Wide Scale: Student Success

Kaniuka¹

2011

IJRSE

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“…Reforms, such as reducing the size of high schools (e.g., the small schools movement) and improving student-teacher relationships (e.g., advisory programs), abound (Cotton 1996;Darling-Hammond et al 2002a, b). Yet, despite reformers' efforts, the work remains disconnected from classrooms and kids' voices, often focusing on improving teacher culture and personalization, with less attention to curriculum and instruction, and the learning needs of young adolescents (Lee et al 2000;Kahne et al 2008). This is particularly troubling given that effective learning environments are critical to motivating young people to be active members of the classroom and achieve at high levels (Marks 2000;Newmann 1992;Newmann and Wehlage 1993;Nystrand and Gamaron 1991;Steinberg and Allen 2002).…”

Section: The Disengagement Of American Youth In Educationmentioning

confidence: 99%

Youth engagement in high schools: Developing a multidimensional, critical approach to improving engagement for all students

Yonezawa¹,

Jones²,

Joselowsky

2009

J Educ Change

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What keeps students interested and engaged in school? Unfortunately, in today's climate of increased rigor in classrooms, we are simultaneously losing sight of the need to provide students with an education that is both challenging and stimulating. In this paper, we discuss youth disengagement and offer suggestions to improve our overall knowledge of academic engagement issues. We discuss the historical concept of engagement, more specifically, its shift from a uni-dimensional to multidimensional concept, and suggest that research concentrate on better understanding the interplay among setting and identity when examining issues of youth engagement in schools. Fundamentally, we strongly assert that engagement research needs to adopt a more critical stance that provides students with opportunities to examine and to critique the educational system in which they participate (or sometimes refuse to participate). Only when students see the purpose of engaging in schools, as students and agents of change, will engagement and students' academics and lives improve.

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“…The small but positive significance of school size runs counter to what others have found with regard to school size. Results from the research on small high schools have not been consistently positive as [42] presented in their evaluation of the Chicago High School Redesign Initiative. They found the following: (a) small schools did not offer a stronger instructional climate, (b) nor did these small schools improve student achievement, and (c) students also reported very different experiences and degrees of success as a result of the school they attended.…”

Section: School Level-collegementioning

confidence: 99%

Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

Kaniuka

2014

ISRN Education

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Since 2001 several states have adopted the requirement that high school students either take the SAT or ACT to assess high school programs or assist students in accessing post-secondary-educational opportunities. In 2012 the state of North Carolina adopted a new accountability program that included the ACT as a measure of college readiness. Previous research on the relationship between school districts and school level performance found that district size had a role in school achievement. This study looked at how district factors influenced the ACT performance of students across North Carolina in an effort to better understand if there were district factors other than size that may be influencing student performance and how high school reforms, given the influence of district factors is meeting the goal of increasing student college readiness. The results of this study are as follows. (1) District factors are related to school level performance, where student race and parental education levels were found to be significant predictors of achievement, (2) the traditional school level factors of race and student socioeconomic status did significantly predict ACT scores, and (3) as a high school reform model, students attending early college high schools did score higher on the ACT as compared to traditional high schools. District and School Factors Affecting Student PerformanceThe association of school district composition or characteristics and student performance is not well documented and when research is available, district size appears to be the factor most often controlled for. For example, Trani [1] found that as district size increased the performance of students in general declined and when coupled with lowwealth students, the performance of these students declined further. These results run counter to other studies that found increases in school district size was associated with higher levels of student performance [2][3][4][5]. It has been suggested that some of the inconsistency in results seems to be contributable to the methods employed to study the hypothesized relationship (see [1]). Including other variables to enhance the understanding how district factors are associated with student performance are wanting and the application of methodological approaches that reflects the organization or schools and districts that may lead to more consistent findings and findings that can be readily applied to district and school reform efforts. In contrast to the lack of research understanding district factors and student performance, there has been a great deal of research on the relationship between school related factors and student achievement. The research has pointed to the influence of student wealth, race, school size, curriculum, teacher preparation, and other variables that were found to predict a reasonable degree of student outcomes [6][7][8][9][10]. For example, Ma and Klinger, in their study of New Brunswick Schools, found that how student and school factors influenced achievement varied over the ty...

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Small High Schools on a Larger Scale: The Impact of School Conversions in Chicago

Cited by 45 publications

References 14 publications

Narrowing the Achievement Gap on a State-Wide Scale: Student Success

Narrowing the Achievement Gap on a State-Wide Scale: Student Success

Youth engagement in high schools: Developing a multidimensional, critical approach to improving engagement for all students

Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

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