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The Growing Problem With Growing Schools
We must always remember that the school is usually the first social system that children encounter. In fact, it may well be the only social system, other than the family, that they know well at all. We must therefore be attentive to its structure and behavior as a context for socialization (Ehrich).
Across America schools and school districts are getting larger and larger. Since 1940 the average size of a U.S. school district has risen from 217 to 2,637, and the size of the average school has risen from 127 to 653 (Ehrich). The trend toward gigantism continues as smaller schools are closed down and students are consolidated into larger schools. Between 1940 and 1990, the number of elementary and secondary schools decreased from 200,000 to 62,000 while the U.S. population grew by 70%. This growth is expected to continue for at least the next decade. This trend may exacerbate a pressing problem facing the nation’s schools: most are too large to effectively educate our kids (Mitchell).
Policymakers often prefer large schools over small ones because they are less expensive to operate on an annual per student basis. However, although small schools may cost more annually per student, they are far more cost effective. In 1998 a study done in New York small schools found that even though they cost more per student, the small schools had higher graduation rates and lower drop-out rates. This resulted in a lower cost per graduate than the larger schools (Small Schools).
Larger schools offer more variety of extracurricular opportunities than smaller schools. But, a twentyfold increase in population only produces a fivefold increase in these extracurricular activities. This means that as the school gets larger, a smaller percentage of students are needed to fill the slots on sports teams, school clubs and other activities. Small schools may offer fewer options, but the participation rates are much higher (Mitchell).
The same has been said about the curriculum of small schools. Some educators believe that larger schools are advantages because they can offer a broader selection of classes. Researchers found, however, that doubling enrollment only produces a 17% increase in the variety of offerings, and that only 5-12% of the students in larger schools actually took these extra classes. They also found that smaller schools were just as effective as larger ones in preparing students to enter college (Ehrich).
Over the last decade, the number of schools with over 1,500 students has doubled and high schools with 2,000 to 3,000 students are now common. According to the department of education, schools of 1,000 students or more experience 825% more violent crime, 270% more vandalism, and 1,000 percent more weapons incidents, compared to those with fewer than 300 students (Mitchell). Students who attend small schools are less likely to engage in risky behavior such as drug use, violence and early sexual activity, largely because they feel better connected to their teachers and one another (Gootman).
America is now rediscovering the many opportunities of small schools and many large schools are trying to reap some of the benefits of smaller schools by implementing school-within-a-school programs where the school is divided into two or more subunits or groups. For example, a high school of grades 9-12 could assign students into groups of a few hundred students that have similar needs and interests. Then these students can support each other and work together to form a bond similar to that of a small school. There are other variations of school-within-a-school programs and some research suggests that they have the potential to produce similar results associated with a small school. The challenge though is to be able to separate the groups enough so that they can create the benefits that small schools have to offer (Cotton).
Research has yet to discover what the optimum size of a school should be. During the past half century, the average school went from enrolling just over 100 students to some high schools enrolling well over 1000 and the numbers continue to rise. A study published in September 2002 by Knowledgworks Foundation, called Dollars and Sense-Effectiveness of Small Schools points out that a 500 student school with grades K-8 is not the same size as a school with 500 students in grades 3-4. The first is a “small” school with 56 students per grade and the second is a “large” school with 250 students per grade (Clowes).
Although the size of the school in unclear, most teachers and parents agree the size of the classroom greatly affects the quality of instruction and the achievement of the students. The trend of consolidating small schools into large schools is difficult to reverse because of factors other than student results. Decisions about school size are often driven political, economic, social and demographic factors. Research indicates that it would be well worth the effort to find a way for all schools to benefit from what small schools have to offer (Cotton).
Works Cited
Clowes, George A. “Many Benefits to smaller schools.” Intellectual Ammunition. The Heartland Institute, February 1, 2003. Web July 1, 2009.
Cotton, Kathleen. “Affective and Social Benefits of Small-Scale Schooling.” ERIC Digest Dec. 1996. Web July 1, 2009.
Ehrich, Roger. “The Impact of School Size”
Gootman, Elissa. “Small Schools: Why They Matter.” The Progressive Review. Web July 23, 2009.
Mitchell, Stacy. “Better Schools Come on Smaller Campuses.” Institute for Local Self-Reliance. September 8, 2000.
“Small Schools, Big Changes: School Size, student achievement, and parent choice in Wake County.” Issues Committee of Wake Education Partnership.
Across America schools and school districts are getting larger and larger. Since 1940 the average size of a U.S. school district has risen from 217 to 2,637, and the size of the average school has risen from 127 to 653 (Ehrich). The trend toward gigantism continues as smaller schools are closed down and students are consolidated into larger schools. Between 1940 and 1990, the number of elementary and secondary schools decreased from 200,000 to 62,000 while the U.S. population grew by 70%. This growth is expected to continue for at least the next decade. This trend may exacerbate a pressing problem facing the nation’s schools: most are too large to effectively educate our kids (Mitchell).
Policymakers often prefer large schools over small ones because they are less expensive to operate on an annual per student basis. However, although small schools may cost more annually per student, they are far more cost effective. In 1998 a study done in New York small schools found that even though they cost more per student, the small schools had higher graduation rates and lower drop-out rates. This resulted in a lower cost per graduate than the larger schools (Small Schools).
Larger schools offer more variety of extracurricular opportunities than smaller schools. But, a twentyfold increase in population only produces a fivefold increase in these extracurricular activities. This means that as the school gets larger, a smaller percentage of students are needed to fill the slots on sports teams, school clubs and other activities. Small schools may offer fewer options, but the participation rates are much higher (Mitchell).
The same has been said about the curriculum of small schools. Some educators believe that larger schools are advantages because they can offer a broader selection of classes. Researchers found, however, that doubling enrollment only produces a 17% increase in the variety of offerings, and that only 5-12% of the students in larger schools actually took these extra classes. They also found that smaller schools were just as effective as larger ones in preparing students to enter college (Ehrich).
Over the last decade, the number of schools with over 1,500 students has doubled and high schools with 2,000 to 3,000 students are now common. According to the department of education, schools of 1,000 students or more experience 825% more violent crime, 270% more vandalism, and 1,000 percent more weapons incidents, compared to those with fewer than 300 students (Mitchell). Students who attend small schools are less likely to engage in risky behavior such as drug use, violence and early sexual activity, largely because they feel better connected to their teachers and one another (Gootman).
America is now rediscovering the many opportunities of small schools and many large schools are trying to reap some of the benefits of smaller schools by implementing school-within-a-school programs where the school is divided into two or more subunits or groups. For example, a high school of grades 9-12 could assign students into groups of a few hundred students that have similar needs and interests. Then these students can support each other and work together to form a bond similar to that of a small school. There are other variations of school-within-a-school programs and some research suggests that they have the potential to produce similar results associated with a small school. The challenge though is to be able to separate the groups enough so that they can create the benefits that small schools have to offer (Cotton).
Research has yet to discover what the optimum size of a school should be. During the past half century, the average school went from enrolling just over 100 students to some high schools enrolling well over 1000 and the numbers continue to rise. A study published in September 2002 by Knowledgworks Foundation, called Dollars and Sense-Effectiveness of Small Schools points out that a 500 student school with grades K-8 is not the same size as a school with 500 students in grades 3-4. The first is a “small” school with 56 students per grade and the second is a “large” school with 250 students per grade (Clowes).
Although the size of the school in unclear, most teachers and parents agree the size of the classroom greatly affects the quality of instruction and the achievement of the students. The trend of consolidating small schools into large schools is difficult to reverse because of factors other than student results. Decisions about school size are often driven political, economic, social and demographic factors. Research indicates that it would be well worth the effort to find a way for all schools to benefit from what small schools have to offer (Cotton).
Works Cited
Clowes, George A. “Many Benefits to smaller schools.” Intellectual Ammunition. The Heartland Institute, February 1, 2003. Web July 1, 2009.
Cotton, Kathleen. “Affective and Social Benefits of Small-Scale Schooling.” ERIC Digest Dec. 1996. Web July 1, 2009.
Ehrich, Roger. “The Impact of School Size”
Gootman, Elissa. “Small Schools: Why They Matter.” The Progressive Review. Web July 23, 2009.
Mitchell, Stacy. “Better Schools Come on Smaller Campuses.” Institute for Local Self-Reliance. September 8, 2000.
“Small Schools, Big Changes: School Size, student achievement, and parent choice in Wake County.” Issues Committee of Wake Education Partnership.
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