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There has been a move to consolidate school districts and buildlarger schools across the U.S. for several decades. As a young teacher Iremember the grief expressed by long-time teachers when they were forced tomove from their dilapidated, six-room country schoolhouse to the beautiful newfacility in our town. The size of the student body went from approximately 100to over 900. The grade levels switched from kindergarten through sixth grade tofourth through sixth. In spite of a spacious cafeteria (nonexistent before),large playing fields, and shiny new everything, teachers were dismayed. Along with a larger building and student bodycame more regulations. There were no more Friday afternoons in the spring whenstudents of all ages rehearsed for musicals, or played softball in the sun. Dayto day activities and delivery of curriculum became systematized. Teachers losttheir autonomy, and thereby creativity in planning and carrying out lessons.
The Bill and Melinda Gates Foundation recently supported astudy that found that high school students in NYC are more likely to graduateif they attend a school where there are fewer than 100 students per grade.During the time period of the study 67.9 percent of students from small highschools graduated after four years compared to 59.3 percent of students fromlarger schools. The results are the same across all races, income, and previoustesting achievement.
Co-author of the study, Howard Bloom, says, “It’s certainlynot just size, it’s how the size is used. These schools were organized from theground up in ways that would be extraordinarily unusual.”
Therein lies the answer to the argument. In a smallerenvironment, “where everybody knows your name,” a student can receive thedirection and services necessary to reach his potential. I know that’s theschool for me.
