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GREAT PERFORMANCE – SAFE SCHOOLS

Large schools function like bureaucracies, small schools like communities.

There is overwhelming evidence that smaller schools are more effective. Study after study points to the superiority of small schools. 

“Indeed, the largeness of many of our schools contributes to declines in test scores and increases in violence among students.” (Wynne, 1978)

Although disagreement exists over what enrollment figure should be used to determine “small” the figure most commonly accepted is 300 or less. (Swift 1984)

Larger schools do not produce greater academic success at lower costs. In fact, small size seems to benefit minority and low-income students more than middle and upper-class students. (Lee & Smith 1996).

If economically disadvantaged and minority students struggle to achieve a solid education, we would be acting in opposition to their interests by closing these schools and re-assigning a high proportion of minority children into larger schools.

Lee and Smith also reported that savings projected by proponents of school consolidation did not materialize. Instead of economies of scale, they found diseconomies, or penalties of scale.  Large schools require more layers of support and administrative staff to handle increased bureaucratic demands.

Incidentally, this proposal is being submitted for approval to the school board without any budgetary estimates of the cost savings, nor the cost projections to implement closing these schools.

Large school size hurts attendance and dampens enthusiasm for involvement in school activities. Large schools have lower grade averages and standardized-test scores coupled with higher dropout rates and more problems with violence, security and drug abuse. Large schools generally correlate with inefficiency, institutional bureaucracy and personal loneliness. (Michael Klonsky and Mary Anne Raywid, 1995)

It is a widely held perception that private schools are superior to public schools. Indeed test scores confirm it. The average public school, in general, are about twice as large as the average private school. (Conway, 1994). Large school size compounds the difficulties that confront children and youth – from poor attitudes about school, to substance abuse, to achievement levels. (Fowler, 1992: Page, 1990-1991)

Deborah Meier led one of the most remarkable public school turnarounds in the country. Located in East Harlem, Central Park East (CPE) is actually four schools that worked in close collaboration under all the normal constraints of the public school system. The majority of students were poor, most Hispanic or African-American. Between 1977-1984, the first seven graduating classes, 96% received diplomas or GED’s (GED’s accounted for just 11%). Compared to citywide performance where approximately 50% received diplomas or GED’s. Meier’s ability to provide leadership in an inner-city school has won her national acclaim.

Meier advocates breaking up large schools into small schools in order to foster community and mutual respect. Her amazing student transformation is grounded in collaboration among staff, parents, students and the larger community.

Small Schools are Better »