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Descriptors:
Liberal Arts; Grade Point Average; Enrollment; Predictor Variables; College Entrance Examinations; Undergraduate Students; Prediction; Academic Persistence; School Holding Power; College Preparation; School Size; Small Schools; Regression (Statistics); Engineering Education; Mathematics Education; STEM Education; Science Education; Technology Education; Business Administration Education; Correlation

Abstract:
This study examined the relationship between various admissions selection criteria utilized by a small, Liberal Arts College in Indiana. More specifically, the study examined if a higher college preparatory GPA and a higher aggregate score on the SAT helped predict the retention of science, technology, engineering, mathematics, and business students. Data was gathered using historical enrollment data of 803 students. A logistic regression analysis was utilized to examine the impact of the two variables on retention of science, technology, engineering, mathematics, and business students. College preparatory GPA and the aggregate SAT score were predictors of retention of science, technology, engineering, mathematics, and business students. For every point increase in GPA, the odds were more than twice as much that the student would be retained. For every point increase in SAT, there was 0.3% increase in retention. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Superintendents; School Districts; Principals; High Schools; Personnel Selection; Conflict; Decision Making; Test Score Decline; Small Schools; Rural Environment; Resistance to Change; Politics of Education; Equal Education; Social Justice

Abstract:
This case describes initial conflicts experienced by a new superintendent that involve faculty resistance and diminished academic expectations at the high school, compared with the district's other schools. Compounding the situation is the fact that the Board of Education was bitterly divided when reaching their superintendent hiring decision, with several members supportive of hiring the current high school principal. Fueled by the discovery of numerous parent complaints regarding discriminatory treatment of their children, the superintendent is confronted by the high school faculty who aggressively defend their practices and a high school principal who appears to be undermining her authority. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Urban Schools; School Districts; Teacher Student Relationship; Educational Policy; Qualitative Research; Student Reaction; Trust (Psychology); Privacy; Small Schools; High Schools; Student Empowerment; Sociocultural Patterns; Student School Relationship; High School Students; Low Income Groups; Minority Groups

Abstract:
Urban school districts have increasingly enacted policies of personalism, such as converting large schools into smaller schools. Such policies ask teachers to develop supportive, individual relationships with students as a presumed lever for student achievement. Research on student-teacher relationships generally supports policies of personalism. Much of this literature also considers these relationships' sociocultural dimensions, and so leads to questions about how low-income youth and youth of color might respond to teacher efforts to develop closer relationships with them. This qualitative study, conducted over 1 year with 34 youth at 3 small, urban high schools, explores how youth from nondominant groups responded to teacher personalism. Data show that teacher practices consistent with culturally-responsive pedagogy and relational trust literature do promote student-teacher relationships. However, tensions arose when participants perceived that teacher personalism threatened their privacy or agency. Sociocultural and institutional contexts contributed to these tensions, as participants navigated personalism amidst experiences that constrained their trust in schools. A staged model of student-teacher relationships integrates these findings and extends current thinking about culturally-responsive personalism. These findings inform implications for teacher practice and policies of personalism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Small Schools; School Location; Colleges; Campuses; High Schools; Case Studies; School Culture; Teacher Student Relationship; Classroom Environment; Observation; Educational Sociology; Classroom Research; Gifted; Direct Instruction; Teacher Behavior; Grouping (Instructional Purposes); Time on Task; Educational Needs

Abstract:
Based on a theoretical model developed by Schlechty, this case study focuses on a small high school, located on a college campus and designed to address the educational needs of gifted 9th- through 12th-grade students. Eight teachers who taught 9th- and 12th-grade classes and their 60 students were observed. Each teacher was observed during six unannounced observational visits focusing on the characteristics of the learning environments in these unique classroom settings. The authors share insights gained from this case study that can help teachers as they develop learning environments in more traditional classroom settings. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Individualized Instruction; Small Schools; Rural Schools; Educational Improvement; Improvement Programs; Teamwork; Declining Enrollment; Student Surveys; Teacher Surveys; Educational Strategies

Abstract:
Rural areas in the alpine regions suffer from dwindling student numbers. Differentiated instruction (DI) could help improve the teaching culture by allowing instructors to better adapt to heterogeneous student groups. At the beginning of a combined research and school improvement project, a survey of 162 teachers and 1180 students was conducted to obtain an overview of the types of DI that are currently practiced. In addition, we examined the school conditions that supported the implementation of DI. This cross-sectional study demonstrates a difference in practices between teachers with more- and less-developed DI cultures, and it was determined that team collaboration that includes pedagogical topics enhances teachers' use of DI. (Contains 3 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Public Officials; Social Change; Educational Change; Advocacy; Educational Policy; Role; Change Strategies; Community Involvement; Politics of Education; Local Government; Small Schools; Taxes; Urban Schools; Interviews; Observation; Access to Education; Public Policy; At Risk Students

Abstract:
Community organizing for education reform continues to expand across U.S. cities, and this article provides a framework for understanding how grassroots advocacy organizations influence local education policy. Comparing two landmark policy reforms achieved by advocates in California, we analyze the complicated role advocates have in reform that they initiate and see through to implementation. We highlight how political context, ideas about social change, and advocacy strategies interact in the advocacy process. We find advocates must agitate enough to compel change, while maintaining legitimacy with public officials who can institutionalize reform. A framework for analyzing local advocates' work is particularly salient as community organizing for education reform continues to spread across US cities. (Contains 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Dropouts; College Attendance; Charter Schools; Rural Areas; Rural Education; Educational Change; Dropout Rate; Small Schools; Rural Schools; School Turnaround; School Community Relationship; Rural Farm Residents; Agricultural Occupations; Agricultural Production; Agriculture; Elementary Schools; Federal Aid; Student Projects; Active Learning; Experiential Learning; Special Education; Thematic Approach; School Administration; Educational Policy; Program Implementation; Program Effectiveness

Abstract:
Educational achievement in rural America is one of the country's great overlooked challenges. Rural students achieve below the U.S. average on national tests, and high school dropout rates are higher and college attendance lower than they are in cities and suburbs. When the U.S. Department of Education asks low-achieving schools to be turned around, rural educators usually say they lack options: schools in many communities can't be closed because there are no other choices, and populations are too thin to support charter schools. But the Walton Rural Life Center, serving a population that has many of these problems, shows that there is genuine promise for rural carter schools--if, like Walton, they have the will and the imagination to try new approaches and to take advantage of the unique strengths of their communities. This paper describes how the Walton 21st Century Rural Life Center, a small school in rural Kansas, transformed both its students and its community. (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Commercialization; Educational Change; Privatization; Urban Schools; Small Schools; Ethnography; Action Research; School Choice; Whites; Critical Theory; Private Financial Support; Criticism; Equal Education; Racial Bias; Teaching Methods; Disadvantaged

Abstract:
Incorporating data from two years of ethnographic teacher-research, this article explores how a curriculum of "professionalism" resonates with teachers and students in a small New York City school of choice. Using the literature on Critical Whiteness Studies and philanthrocapitalism in the context of New York City Mayor Michael Bloomberg's education reforms, the paper critiques the ways that the increasing privatization and corporatization of schools in the US reinforces racism and inequality. The discussion concludes by outlining instances where students and teachers resist market-based pedagogies of professionalism, and discusses the importance of critical intellectualism and humanizing pedagogy in a climate of market-based reforms in education. (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Evidence; Standardized Tests; School Size; Poverty; Small Schools; Financial Support; School Districts; Educational Policy; Policy Formation; Underachievement; Correlation

Abstract:
Without a doubt, poverty has a negative influence on student achievement, especially when achievement is measured by state-mandated standardized tests. However, some bureaucrats, such as state commissioners of education and even state governors, continue to downplay the influence of poverty on student achievement. New Jersey's Governor Chris Christie recently pronounced that providing monetary aid to the state's struggling districts, the poorest communities in the state, is an "obscene waste of money" (Spoto 2012). Personally, the author finds such comments offensive and arrogant--as if scientific evidence has no place in education policy making. Clearly it does. Dismissing the issue of poverty in education ignores the long-standing and large scientific body of knowledge that demonstrates its impact (e.g., Coleman et al. 1966; Jencks et al. 1972). Poverty matters. There is too much evidence for bureaucrats to plead ignorance. It is time bureaucrats begin to address a root cause of underachievement: Poverty. It is time educators demand they do so. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Administrator Attitudes; Rural Education; Journal Articles; Teacher Educators; Principals; Leadership Role; Focus Groups; Small Schools; Accountability; Grouping (Instructional Purposes); Transformational Leadership; Teacher Administrator Relationship

Abstract:
This article reports a study of rural school principals' assessment leadership roles and the impact of rural context on their work. The study involved three focus groups of principals serving small rural schools of varied size and grade configuration in three systems. Principals viewed assessment as a matter of teacher accountability and as a focus for the school professional team. They saw themselves as teachers first, stressing their importance as sources of teacher support, serving a "buffer role," ameliorating external constraints to effective assessment and learning. Bureaucratic environments and trappings of large-scale assessment were seen to be incompatible with the familial nature of rural professional contexts. Other constraints were the logistical challenges of small student populations, higher instances of multi-graded classrooms, and the absence of grade-alike professional interaction. Conversely, smallness enabled professional interaction and transformational leadership. Finally, the quality of system-level support emerged as a critical catalyst for assessment leadership at the school level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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