The school consolidation trend that began early in this century continues into the present, with both schools and districts becoming fewer in number and larger in size (Howley, 1994; Walberg, 1992). Today, high school enrollments of 2,000 and 3,000 are commonplace, and New York City has many schools with enrollments approaching 5,000.
Meanwhile, decades of research show that student achievement in small schools is at least equal--and often superior--to achievement in large schools (Fowler, 1995; Howley, 1994). Moreover, although it is often assumed that large schools are cheaper to operate and provide richer curricula than small schools, studies show that neither of these things is necessarily true (Gregory, 1992). In addition, a large body of research in the affective and social realms overwhelmingly affirms the superiority of small schools. This Digest describes that research.
Introduction
While there is no universal agreement about the numerical limits of small and large schools, "on average, the research indicates that an effective size for an elementary school is in the range of 300-400 students and that 400-800 students is appropriate for a secondary school" (Williams 1990, pp. 7-8). These figures should be regarded as pushing the upper limits, since many investigators conclude that no school should have more than 400 or 500 students.
Cotton (1996) noted several other characteristics of the research on school size:
Research on the affective and social effects of school size is extensive and highly consistent in its findings. Thus, assertions about these effects are offered with a high degree of confidence.
The research base on the outcomes of school-within-a-school arrangements is smaller and less conclusive. Assertions about them must therefore be regarded as somewhat tentative.
Since many small schools are in rural areas, some researchers have designed studies to find out whether it is the smallness or the ruralness of these schools that accounts for their positive effects. These studies reveal that it is the smallness of schools, regardless of setting, that is beneficial to students.
Research on Feelings and Attitudes
Student attitudes. Considerable effort has gone into studying the relative effects of large and small schools on student attitudes toward school in general and toward particular school subjects. This research overwhelmingly favors small schools (Fowler, 1995; Howley, 1994; Rutter, 1988). In addition, compared to students in large schools, both the personal and the academic self-concepts of students in small schools are more positive (Rutter, 1988; Stockard & Mayberry, 1992).
Sense of belonging. Research reveals that, compared to students in large schools, those in small schools experience a much greater sense of belonging--sometimes expressed as a lower level of alienation (Fowler & Walberg, 1991; Gregory, 1992; Stockard & Mayberry, 1992). Closely related to this finding is the higher quality of interpersonal relations found in small schools (Fowler & Walberg, 1991; Rutter, 1988). Rutter is representative in citing "evidence of increases in social bonding to teachers and school, self-esteem, academic self-concept, locus of control, and sociocentric reasoning" (p. 31).
Administrator and teacher attitudes. While less school size research has concentrated on teachers and administrators than on students, what findings there are favor small schools (Gottfredson, 1985; Gregory, 1992; Stockard & Mayberry, 1992). These studies focused on administrator attitudes toward work; teacher attitudes toward work, administration, and one another; and incidences of cooperation and collaboration among colleagues. Gottfredson (1985) notes that "large schools appear to promote negative teacher perceptions of school administration and low staff morale" (p. 39).
Research on Social Behavior
Extracurricular participation. Students participate in extracurricular activities at significantly higher levels in small schools than in large ones (Cotton, 1996; Fowler, 1995; Stockard & Mayberry, 1992). Students in small schools are also more likely to participate in a greater variety of activities and to hold important positions in the activities in which they are involved. Researchers point out that, in small schools, everyone is needed to populate teams, offices, and clubs; thus, even shy and less able students are encouraged to participate and made to feel they belong. As schools grow larger, opportunities for participation also grow--but not proportionately: a twentyfold increase in population produces only a fivefold increase in participation opportunities. Thus, in large schools, a greater proportion of students do not participate in extracurricular activities, because they are not needed to fill the available participation slots.
Attendance and dropouts. Not only do students in small schools have higher attendance rates than those in large schools, but students who move from large schools to small, alternative secondary schools generally exhibit improvements in attendance (Fowler, 1995; Fowler & Walberg, 1991; Rutter, 1988). Regarding dropouts, the holding power of small schools is considerably greater than that of large schools.
Social disruption. "Behavior problems are so much greater in larger schools," report Stockard & Mayberry (1992, p. 47), "that any possible virtue of larger size is canceled out by the difficulties of maintaining an orderly learning environment." Studies on social disruption have investigated everything from truancy and classroom disorder to vandalism, aggressive behavior, theft, substance abuse, and gang participation. This social research all points to the same conclusion: Small schools have far fewer behavior problems than large schools (Gottfredson, 1985; Gregory, 1992; Rutter, 1988).
![[Valid RSS feed]](http://www.articlecoop.com/images/icon_Rss.png "XML Feed For RSS"){kind=icon}
Category Rss Feed
Print This Article
Add To Favorites
