The Oregon Small Schools Initiative provides support and technical assistance for school-wide planning, restructuring and professional development for communities developing both restructured and new high schools that offer a rigorous, personalized education to all students.

There are currently 38 schools participating in the Initiative—32 are conversion schools and 6 are new start schools. We invite you to learn more about the exciting work of each of these schools.

Crater High School in Central Point
Crater High School recognized the need for small schools in the 1980s and ‘90s, and received widespread recognition for its innovation and excellence in establishing four schools-within-a-school. Today, this school of more than 1,500 students, serving the rural communities of Central Point and Gold Hill, is
re-invigorated to continue on its path of smaller, more personalized and more rigorous schools with the support of E3’s Oregon Small Schools Initiative. Crater’s vision is to institutionalize an environment whereby all students have the same opportunities and support that its schools-within-a-school students received for the past 14 years. Crater will open four new small schools in the fall of 2007 including: Crater School of Business Innovation & Science (BIS), Crater Renaissance Academy, Crater Academy of Health and Public Service, and Crater Academy of Natural Science.

Watch digital storytelling video projects created by Crater students in partnership with the Pearson Foundation, click here.

Full Profile (pdf)

Liberty High School in Hillsboro
Liberty High School opened its doors in September 2003 to 850 students in Hillsboro, a rapidly growing city that combines elements of a suburban community, a high-tech enclave and a rural agricultural center. It graduated its first seniors in 2005. The student population is diverse: more than 40 percent are students of color, with Hispanic youth making up one quarter
of its student body.

The school was designed specifically to allow for smaller learning communities, a goal set out in the district’s 1999 strategic plan. Liberty High School laid out a vision in which “safe, caring, student-centered communities foster belonging, respect and civic responsibility,” and where “students engage in
integrated academic learning with a personalized career focus.” The school has realized that vision through its “Advisories” and thematic “Academies.”

Full Profile (pdf)

Madison High School in Portland
James Madison High School in Portland continues on its mission to address the needs of all students. In order for each student to succeed in school, work and citizenship, Madison’s educators and community know that smaller, more rigorous and more personalized schools are an important part of the equation. With a grant from E3: Employers for Education Excellence’s Oregon Small Schools Initiative, awarded in April 2005, Madison
has received a necessary influx of support and resources to continue on its way to transforming into small schools.  

Full Profile (pdf)

Students from Madison have created digital storytelling projects that demonstrate effective learning. See the student work.

Madison Digital Storytelling Projects

Marshall Campus in Portland
In September 2004, Marshall High School, in outer Southeast Portland, became the first large high school in Oregon to convert into autonomous, small schools. Marshall’s conversion was in direct response to challenges it faced: only around 25 percent of students met 10th grade benchmarks in math and reading, and the school’s poor reputation in the community
resulted in persistent decreases in enrollment.

Marshall Campus has a diverse population: close to 60 percent of students are from low-income families and almost 40 percent are students of color. When planning the three schools, staff visited model small schools across the country and focused on creating a plan to turn student achievement around.

Full Profile (pdf)
Read the Student Profiles of Jordan Roberts & Noi Nanthathammiko (pictured)
Read the Teacher Profile of Bree Woodruff

Newberg High School
In recent years, Newberg High School has made dramatic improvements in most measures of student achievement. In 2001, Newberg ranked in the bottom third of Oregon’s high schools but by 2006 it was among the top 5% of the state’s schools. During that five year period, the percent of students
meeting math standards doubled and the percent of students meeting reading standards increased by over 30%. Students in all subgroups showed improvements, rapidly narrowing Newberg’s achievement gap.

The success at Newberg began with a series of fundamental changes that included training the staff to operate as a professional learning community, restructuring how math is taught and launching small learning communities.

Full Profile (pdf)

North Eugene High School
North Eugene High School prides itself on pursuing reform and implementing best educational practices. Over a decade ago, North Eugene adopted a block schedule and a focus on project-based and cooperative learning. It has been a state leader in using computer technology for education. A challenge at North Eugene was closing the achievement gap between groups of students. Only one in three Hispanic students was meeting state
reading benchmarks; one in four for math. Just more than 30 percent of low-income students were meeting math standards and less than 50 percent were meeting reading standards.

Full Profile (pdf)  

South Medford High School
South Medford High School, with almost 1,900 students, has enthusiastically pursued innovation for more than a decade, most recently under the leadership of Principal Kevin Campbell.
"As a school we are excited and willing to embrace innovative, best practices that improve learning for all students. That is half of the battle,” says Principal Campbell.

In recent years, South Medford has also taken steps toward breaking the large student body into smaller “schools-within-a-school” to provide a more personal and tailored education. Freshmen Academcy (Principal: Hal Jones) allows 9th graders to start high school within a smaller community of peers. Recent innovations to eliminate basic level classes help prepare students for life after high school.

South Medford Full Profile (pdf)    

Roosevelt Campus in Portland
In September 2003, Roosevelt Campus transformed into three small schools of fewer than 300 students each. The decision to convert to small schools was prompted by data suggesting that too many students were failing to graduate with the skills necessary to pursue their dreams, and that too few parents were closely engaged in their children’s education. The vision for the conversion of Roosevelt High School was to create an environment in which every student graduates from his or her perspective small school prepared for post-secondary education, and that each small school is characterized by a personalized learning environment that connects staff with students and their families. Roosevelt Campus strives to provide a rich, equitable education to each student. Each small school includes students of each ethnic, racial and linguistic group present on campus.

Full Profile (pdf)

Woodburn High School
Woodburn High School serves a dynamic, diverse and fast-growing community. The school’s 1,300 students represent an incredible range of life experiences and backgrounds. Hispanic students are the largest and fastest growing group, making up 70 percent of students. An additional 13 percent are from Russian families—many immigrant Old Believers. Almost half of
Woodburn students are English language learners. Woodburn has embraced its diversity and its challenges, preparing students for a multi-lingual, multi-cultural world. It offers cutting edge instruction for English language learners, and has worked on a K-12 program to ensure all students learn a second language.

Full Profile (pdf)
Read the Student Profiles of Casey Martinez (pictured) and Zulema Magana    

EagleRidge High School (formerly Riverside Charter HS)
EagleRidge High School in Klamath Falls will be designed to engage students in an integrated curriculum using project-based learning for on-campus curriculum and community connections, and service learning, internships and college classes for off-campus experiences.

Through a district and community partnership, EagleRidge High School will form a strategic alliance with the New Technology Foundation in Napa, California, and use the experience and format that it has successfully implemented in other New Tech replication schools. The student services and student orientation model for the school will be a unique blend of best practices and a well planned series of experiences and activities that will provide the foundation that is required for success in high school, college and as a productive citizen.

EagleRidge's enrollment will be 200 students, with a projected opening in September 2007.

Leadership & Entrepreneurship Public Charter High School (LEP High)
Leadership and Entrepreneurship Public Charter High School (LEP), a new school in Northeast Portland, opened its doors in August 2006 with 104 students. LEP serves students entering high school by offering a rigorous, integrated, college-prep curriculum in a personalized school setting with extensive academic supports. Through the study of leadership and entrepreneurship, students develop a strong sense of self efficacy, social responsibility and an entrepreneurial spirit. Visit LEP's website home page (HERE).

Full Profile (pdf)

Media Arts and Communications Academy (MACA)
Media Arts and Coommunications Academy will be a magnet school in McMinnville School District. MACA believes all students, regardless of ethnicity, native language, gender, socio-economic status, or disability; deserve an education that prepares them for postsecondary opportunities and a living family wage. Communications and digital literacy skills gained will have broad applications for students. A clearly articulated college credit path and abundant opportunities for dual high school/college credit will be an integral part of the educational program at MACA.

Media arts and technology is of extremely high interest to students, and as such, can serve as a gateway to learning across all content areas. MACA’s cross-curricular media applications will enable students to extend, integrate, and apply learning based on their unique interests and goals. MACA plans to open in the fall of 2007.

Health and Science High School
Health and Science High School, a magnet school in the Beaverton School District, will serve as a community partner for access to medical sciences education. The school will access a part of the community that is typically under represented in the science, technology, and health fields. Students will access a high quality education that prepares and engages them on their pathway to an education beyond high school. Additionally, opportunities for families and other members of the community to access health science courses and programs will be available. Focusing on professional skills, foundational health career knowledge, and a wide base of experiences, the school will have a strong, relevant program that prepares students for college and careers.

The goal of Health and Science High School is to foster and develop a positive disposition toward math and science through an engaging and rigorous interdisciplinary, science-based immersion program. The school hopes to engage students in one or more of three directions: 1) enhanced interest and performance in the medical sciences; 2) future interest and subsequent success in medical science coursework and careers during and beyond high school; 3) successful participation as a student in this new science option high school. The school will open in the fall of 2007.

Nixyáawii Community School
Nixyáawii Community School, a public charter school located on the Umatilla Confederated Tribes Reservation in Pendleton, opened its doors in August 2004. The school began with 48 students, all but two of whom are Native Americans. Nixyáawii will have 110 students in grades 9 through 12 when it reaches maximum capacity. Students from Pendleton, Pilot Rock,
and Athena-Weston School Districts may attend the school because of Memorandums of Understanding between the districts and Nixyáawii.

Full Profile (pdf)

Springfield Academy of Arts and Academics
A3 opened its doors in September 2006 with 85 students in grades 9 and 10. A3 will add a grade and expand its enrollment until 2008, when it will have around 220 students in grades 9 through 12. The school is headquartered in a renovated building in downtown Springfield and is within walking distance of local arts organizations, many of which provide internships and other hands-on learning experiences for students.

Full Profile (pdf)
Read the Student Profile of Raegan Weir (pictured)