Through an analysis conducted in collaboration between Mississippi State University and the Mississippi State, Bureau of Educational Research a direct correlation between cost and actual measurable success was shown: Using detailed cost breakdowns, this study attempts to determine the extent to which achievement of fourth- and eighth-grade students can be predicted from educational costs and school district size, and what combination of these variables and socioeconomic status best predicts student achievement (as measured by 1980-81 California Achievement Test scores in 152 school districts in a Southeastern state). (Amos & Moody 1982) Through the use of the standardized testing tool of the California Achievement Test scores, offered at the fourth and eight grade levels the authors attempted to break down and separate all the factors associated with the interplay between student success and school financial output
Though it is also clear that a consensus has yet to be met and many researchers call for more information. (Andrews, Duncombe, Yinger, 2002) In 1965 a large regional survey assessed the major problems associated with southern high schools and their findings resulted in a major pull toward consolidation of high schools
127). (Beck and Gargiulo 169) Teachers are constantly informed of just how much they have to learn and yet often not given the opportunity outside the classroom to achieve greater professional development where it is needed
Furthermore, evidence that students actually enrolled in the additional subjects offered in the larger schools was equivocal. (Elsworth, 1998) Elsworth finds that not only are larger schools offering diversity in curriculum, but that smaller schools compete in a variety of productive ways
Issues that were addressed with respect to burnout included teacher-administrator relationships and teachers' perceived lack of a psychological sense of community. (Farber 325) If perceived lack of psychological community is a major factor for the burnout of teachers does it not follow that the same would be true of their students and that strides need to be taken to reintroduce community within schools
Though college attendance rates have long been a tool used to asses the success of programs supporting or dealing with large numbers of students at risk fro academic failure it is also a good indicator of the general success of a school. (Fashola, & Slavin 1998) It was recognized twenty years ago that there is not enough evidence to suggest that consolidating schools is a good idea, "There is no strong empirical base to support the assumptions and assertions of school and district consolidation advocates
Large high schools have frequently been broken up into schools within a school (SWAS) serving 200-500 students. (Gregory 2003) Opponents of the school within a school model suggest many ways that this model is in err, "
The students who would have gone to that school went to the new schools. (Hodgetts 1999) This successful experiment in school restructuring is an example of the success that can be afforded the proper implementation of a school within a school model
What has been realized is that by 1996 the success of the implementation of the OTE excellence program is marginal at best. (Kushman 1999) Though this was clearly only a preliminary study designed to assess the continuing needs of schools to assist implementation, basically to see what worked and what did not marginal success was the best observation that could be made
In fact, for the entire twentieth century, the field of education has been in the throes of one reform or another. (Maloy and Seidman 18) Like most states Mississippi began an extensive reform movement within its school districts
"Several major cities -- New York, Philadelphia, and Chicago, among them -- have a significant investment in school downsizing, through strong professional and reformer support, and through financial support from private foundations and partnerships with non-profit organizations which are convinced that small schools are essential to urban education improvement." (Raywid 1996) Though the movement is relatively new: "Over the last 30 years research and experience have suggested that students benefit in many different ways from attending small schools, as opposed to large ones
However, this digest demonstrates that many small schools provide curricula and programs comparable in quality to those of larger schools. (Roellke 1996) Owing to the number of smaller high schools that are in use in the United States the research is imperative as more and more districts opt for changes that effect school size and attempt to consolidate programs into centralized and often impersonal schools, for the simple goal of increasing fund allocation and decreasing school overhead
This article reviews and analyzes this body of evidence and discusses why consolidation has been so popular even in the absence of solid and reliable supporting evidence." (Sher & Tompkins 1977) Through some rather simple detective work education administrators, state and local school boards, superintendents of schools and even voters can find the bottom line answers to the cost benefits of having one large high school as apposed to several smaller ones yet, what they also must do is understand the benefit vs
Systems with smaller schools, therefore, should be positively related to student performance.(13) (Smith and Meier) The Mississippi schools are not alone in their quest to find an answer to this growing question
" (Erb 2001) It is even clear through the analysis of recent literature that class size makes a difference not only among school aged children from five to eighteen but among students enrolled in college and post graduate work. (Toth and Montagna 2002) Though some advocates do suggest that a reduction in school size is necessary even at the high school level they also make clear that the popular school within a school model has been the most prevalent but not necessarily the best model
(Andrews, Duncombe, Yinger, 2002) In 1965 a large regional survey assessed the major problems associated with southern high schools and their findings resulted in a major pull toward consolidation of high schools. (Vance et al
"Two basic reasons for concern over classroom size are the desire to optimize learning conditions and the tremendous impact of class size on school finances." (Varner 2003) "The discussion about the optimal size of high schools is often cast along these same lines: specialization vs
153). While these generalizations may hold true for many inner city schools, there are exceptional models that are outperforming their suburban counterparts by promoting assertiveness and critical thinking skills (Lane et al
154). Conversely, elementary school teachers may need to concentrate on issues such as completing class and homework in a timely fashion in order to earn passing scores or communicating positively with others in group or partner work settings to complete cooperative assignments (Lynne, Pierson & Givner, 2003)