Smaller is Better by Sandy Krin of Roxbury

Why Smaller is Better

Dear Editor,

A compelling body of research shows that when students are part of smaller and more intimate learning communities, they are more successful. . Retaining the Region 12 school buildings is not the issue, retaining the education the children receive in them is.

There are those who will say that large schools are more efficient and more economical to build and run. They assume they offer a broader range of course offerings and a wider variety of extra-curricular activities. They claim to provide students with more opportunities for specialization and with more special services. As Education World states despite their reputed fiscal inefficiencies and curricular deficiencies, small schools can provide a solid -- even better -- education for all students. SMALLER IS BETTER! The Chicago Task Force on Small Schools characterizes "small schools" in the following way: They are small, with enrollments of less than 300 for elementary schools. They consist of like-minded teachers and families. They are sufficiently autonomous to control key curricular, budgetary, personnel, organizational, and student decisions. They have an agreed-upon focus or theme. They are inclusive, rather than selective. They are effective in preparing and graduating students. These individual schools provide significant advantages over larger consolidated schools in a number of important areas. Those areas include:

· Personalization: Perhaps the most important characteristic of small schools is the personal relationships established between teachers and students. In small schools, teachers are closely involved with each student. They know who the students are and in such an environment, it's harder for a student to fall through the cracks. In small schools, students lose their anonymity and have to produce.

· Climate: In small schools, teachers and students know one another personally. Such knowledge fosters a sense of community and promotes a climate of mutual respect. The result is fewer discipline problems and an environment that's tolerant, caring, and safe.

· Student Achievement: Smaller classes at smaller schools promote improved pupil performance. Common expectations are clearly communicated, home-school relationships are close and supportive, and the evaluation system frequently includes parents, students, teachers, and staff.

· Morale: In small schools, both teachers and students often have a more active role in decision-making and, therefore, a greater sense of belonging and community. Greater teacher empowerment elicits stronger school affiliation, more effort, and stronger commitment to the school and to the students. Empowered students are more academically productive and more likely to participate in school events and activities.

Many researchers now believe that the disadvantages ascribed to small schools may be more perceived than real. Though these smaller schools have somewhat higher costs per student, their much higher graduation rates and lower dropout rates produce among the lowest costs per graduate. Regarding the argument that big schools can offer more comprehensive programs, researchers have found that "it takes a lot of bigness to add a little variety. On average, a 100 percent increase in enrollment yields only a 17 percent increase in variety of offerings." (Pittman and Haughwout).

Furthermore, studies show that only five to twelve percent of the students in large schools avail themselves of those extra courses and activities. (McGuire 1989; Monk 1992; Rogers 1987) School consolidation is an outdated idea whose time has come and gone. Extra programs are not a replacement for the basics of reading, writing and arithmetic. Region 12 needs to support and foster the small intimate education we already have.

Sandy Krin, Roxbury CT