ERIC Number: ED486002
Record Type: Non-Journal
Publication Date: 2005
Pages: 51
Abstractor: Author
ISBN: N/A
ISSN: N/A
EISSN: N/A
What's So Big about Small Schools? The Case for Small Schools: Nationwide and in North Dakota. PEPG 05-05
Hylden, Jordan
Program on Education Policy and Governance
A growing body of evidence points to the size of schools as a significant determining factor in academic achievement. Large schools are often far less successful at educating students than small schools. This paper shall first examine the data which support this claim and the reasons why small schools might work better. Finally, our conclusions will be applied to North Dakota small schools, which have been under pressure from state government to dissolve and consolidate. Academic achievement data will be analyzed to show that ND small schools in fact outperform ND large schools. (Contains 81 footnotes and 2 graphs.)
Descriptors: Academic Achievement, Small Schools, School Size, Educational Environment, Institutional Characteristics, Governance, Interpersonal Relationship
Program on Education Policy and Governance, Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu.
Publication Type: Information Analyses; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard Univ., Cambridge, MA. Kennedy School of Government.
Identifiers - Location: North Dakota
Grant or Contract Numbers: N/A