What Research Tells Us About the Impact and Challenges of Smaller Learning Communities

Bibliographic Data

ID11260174
AuthorsThomas H Levine (0000-0003-3460-776X, corresponding author)
Year2010
Volume85
Issue3
Pages276-289
Publication date2010-07-15
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenuePeabody Journal of Education (JOURNAL)
Journal identifiersISSN: 0161-956X • E-ISSN: 1532-7930
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0161956x.2010.491431
OpenAlexW2065957787
LanguageEN
Citations received2
References cited21

In the United States, considerable financial and human resources have been devoted to breaking some large high schools into smaller learning communities (SLCs). This article reviews research that compares SLCs to comprehensive high schools on a variety of measures. Extant research neither supports nor refutes the promise of SLCs to improve academic achievement; however, research does suggest that SLCs can improve attendance, graduation rates, and students’ experience of high schools as supportive environments. The article also uses empirical research to identify three challenges SLCs must overcome if they are to improve academic achievement: focusing on instructional improvement, ensuring equity and rigor, and transcending school history

Academic achievement · Attendance · Economic growth · Economics · Equity (law · Extant taxon · Graduation (instrument · Mathematics education · Medical education · Pedagogy · Political science · Public relations · Variety (cybernetics · Diverse Education Studies and Reforms · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance

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