ERIC Number: ED368845
Record Type: RIE
Publication Date: 1990-Jun
Reference Count: 0
An Analysis of House Systems in New York City Neighborhood High Schools.
This report presents research findings concerning house systems in four New York city high schools during the 1988-89 school year. Quantitative analyses compared small and large schools with both weak and strong house designs. Findings indicate that house systems with more complete designs had more positive effects on staff and students and outperformed weak ones in large schools on most measures, including students' relationships with peers, teachers, and support staff; extracurricular participation; sense of community; academic performance; and teachers' knowledge of students' all around performance. Additionally, systematic observations of students' school experiences reveal that well designed house systems were conducive to staff teamwork and students' punctual arrival at class. Overall, the study shows that the house systems constitute a more effective form of high school organization. The limiting factor associated with house systems has to do with their requirements for implementation. House systems are incompatible with current organizational structures, and school staff must have the assistance of district officials and principals' and teachers' unions to replace them. Finally, house systems can do nothing to address the inadequacy of the buildings in which students and staff presently work. An appendix provides the psychometric properties of study measures. (GLR)
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Sponsor: EXXON Education Foundation, New York, NY.; Carnegie Corp. of New York, NY.
Authoring Institution: Temple Univ., Philadelphia. Center for Research in Human Development and Education.
Identifiers: House School; New York City Board of Education
Note: Funding also received from the Bruner Foundation.