Small High Schools
What Students Need, What Students Say They Want: Student Perspectives on the Promise of Smaller Learning Communities
by Cathleen L. Armsteadab, Ann G. Bessellab, Sabrina Sembianteab & Miriam Pacheco Plazaab
Peabody Journal of Education
Volume 85, Issue 3, 2010, 365-374
DOI:10.1080/0161956X.2010.491706
by Cathleen L. Armsteadab, Ann G. Bessellab, Sabrina Sembianteab & Miriam Pacheco Plazaab
Peabody Journal of Education
Volume 85, Issue 3, 2010, 365-374
DOI:10.1080/0161956X.2010.491706
Synopsis
Comprehensive high schools are struggling with ways to personalize learning while adding rigor, relevance and relationships to the structure of the school. Leaders of comprehensive high schools have unique challenges not present in specialized schools that educators designed specifically to engage and empower learners. One solution that comprehensive high schools are experimenting with, the Small Learning Community (SLC) is demonstrating promise in the research (Armstead, Bessell, Sembiante & Plaza, 2010). Based upon an expansive study of high schools in Florida, Armstead et al. (2010) suggest that the SLCs may be the solution to reaching all students in large, urban high schools.
SLCs are schools within larger schools. They typically take the form of theme-based academies. Research on the effectiveness of these academies in increasing student achievement and engagement is promising, although school leaders are not implementing the academies with fidelity making early analysis a challenged (Armstead et al., 2010). According to Armstead et al. (2010), 75% of the students surveyed in their study identified with their academy and 65% of students reported that the academies improved their learning experiences. In fact, the students appreciate the personalization and the relationship building that occur with their teachers and peers in the academies (Armstead et al., 2010).
Armstead et al. (2010) warn that students who require remediation are frequently not included in the rigorous course opportunities because of intervention scheduling. They worry that the advent of high-stakes testing decreases opportunities for authentic learning for students who would most benefit. Armstead et al. contend, “Students learn substantially more when they experience intellectually difficult courses with strong supports” (2010, p. 373). The academies build in the support and relationships that students indicate are important, while providing rigorous and relevant learning opportunities for all students. In fact, students reported that through these challenges and opportunities that their confidence and empowerment increased (Armstead et al., 2010). Thus, careful consideration of an academies approach in comprehensive high school warrants further study and exploration by settings committing to increasing student achievement, empowerment, and engagement.
SLCs are schools within larger schools. They typically take the form of theme-based academies. Research on the effectiveness of these academies in increasing student achievement and engagement is promising, although school leaders are not implementing the academies with fidelity making early analysis a challenged (Armstead et al., 2010). According to Armstead et al. (2010), 75% of the students surveyed in their study identified with their academy and 65% of students reported that the academies improved their learning experiences. In fact, the students appreciate the personalization and the relationship building that occur with their teachers and peers in the academies (Armstead et al., 2010).
Armstead et al. (2010) warn that students who require remediation are frequently not included in the rigorous course opportunities because of intervention scheduling. They worry that the advent of high-stakes testing decreases opportunities for authentic learning for students who would most benefit. Armstead et al. contend, “Students learn substantially more when they experience intellectually difficult courses with strong supports” (2010, p. 373). The academies build in the support and relationships that students indicate are important, while providing rigorous and relevant learning opportunities for all students. In fact, students reported that through these challenges and opportunities that their confidence and empowerment increased (Armstead et al., 2010). Thus, careful consideration of an academies approach in comprehensive high school warrants further study and exploration by settings committing to increasing student achievement, empowerment, and engagement.