The United States has the dubious distinction of being the nation with the largest gap between its highest and lowest achieving students. This gap, which exists predominantly along racial and socioeconomic lines, fuels the myth that student achievement has as much (or more) to do with a student’s background as with the quality of instruction. The myth is false.
Since the 1970s, research has demonstrated that in small high schools, all students—regardless of race, ethnicity or family income—do better than their peers in large schools. A study by the American Legislative Exchange Council indicates that higher standardized test scores (such as the SAT and ACT), as well as higher graduation rates, are more connected to school size than students’ race.
Other studies have shown that students who perform best in large comprehensive high schools are white students from upper-middle class families. In small schools this pattern disappears and students from less affluent communities narrow the academic achievement gap between them and students from wealthier communities. When learning in small schools low-income students and students of color are also more likely to seek and receive help with personal and academic issues, join sports teams and clubs, include family in school activities and generally participate more actively in the life of the school.
School size alone is not sufficient to realize these results. Personalized learning, individualized coaching, high expectations, challenging curriculum and authentic assessment characterize an effective school. When a school is small there is greater opportunity to create a learning environment that is based on these elements.
Small schools are not a quick “fix” to boost the achievement of certain groups of students. Small schools are a time-tested concept that provides advantages for all learners at all levels. Private, Catholic and Parochial schools have long provided rigorous learning in a personalized setting where students, teachers and administrators know each other well. Rethinking large, comprehensive high schools is an effort to bring this effective approach to all students in the public school system.
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