The "Smaller" the School, the Better? The Smaller Learning Communities (SLC) Program in US High Schools.

Lee, Moosung; Friedrich, Tom

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Title: The "Smaller" the School, the Better? The Smaller Learning Communities (SLC) Program in US High Schools

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Title:	The "Smaller" the School, the Better? The Smaller Learning Communities (SLC) Program in US High Schools
Authors:	Lee, Moosung; Friedrich, Tom
Descriptors:	Academic Achievement; Racial Differences; Minority Groups; Small Schools; House Plan; High Schools; Educational Policy; Program Effectiveness; Social Capital; White Students; Rural Urban Differences; Hispanic American Students; African American Students; Ethics; Validity
Source:	Improving Schools, v10 n3 p261-282 2007
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2007-00-00
Pages:	22
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	Given the widening achievement gap between whites and students of color in US schools, Small Learning Communities have emerged as a reform measure claimed to boost achievement in general and among racial minorities. This article examines this claim by reviewing the major policy documents and literature on SLC and analyzing SLC using Frank's (1972) policy assessment criteria. The SLC program was found to be theoretically grounded in social capital theory, to be feasible politically and financially given strong federal and private foundations' support, and to have strong ethical merit given its aims of raising achievement, closing the racial achievement gap and personalizing learning. Analysis of multiple standardized data sets on 193 SLC schools showed that despite modest achievement gains, the racial gap was found to still be wide, although SLC schools located in large cities where students of color predominated made consistent gains, and Hispanic students showed significant yearly gains. Implications for research and policy are reviewed. (Contains 8 notes, 7 tables, and 1 figure.)
Abstractor:	As Provided
Reference Count:	50

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1365-4802
Audiences:	N/A
Languages:	English
Education Level:	High Schools
Direct Link:	http://dx.doi.org/10.1177/1365480207078217

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