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ERIC Number: ED563648
Record Type: Non-Journal
Publication Date: 2013
Pages: 111
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-3328-0
A Small Learning Community's Impact on Students' Success Assessed by State Test Scores in Reading and Math
Smith, Christiana Helen Croson
ProQuest LLC, Ed.D. Dissertation, Walden University
Drastic reform measures have taken place at Howard High School of Technology to incorporate a 10th grade small learning community. Due to the costs and resources associated with implementing small learning communities, it is important to examine if the 10th graders' achievement on the state tests in reading and math were significantly different after the implementation of this structure. This study can assist school administrators and district officials in making decisions regarding the implementation of small learning communities in their schools. Small learning communities stem from the distributed leadership theory, which provides teachers with opportunities to lead and make decisions in the school. The purpose of this quantitative quasi-experimental study was to examine the possible impact of a small learning community on 10th graders' state test scores in reading and math. A Wilcoxon rank-sum test was used to compare the students' 9th grade spring DCAS scores from the 2010-2011 school year to their 10th grade spring scores in the 2011-2012 school year. There was a positive significant difference from 9th grade to 10 th grade for students in both reading and math. The Collective Efficacy Scale is a 1-shot cross sectional survey given to teachers who were a part of the 2011-2012 10th grade small learning community. The results showed there was an average range of collective efficacy within the 10th grade small learning community teachers. The results of the study indicate that the school should continue to implement this model and the district should consider expanding the model into other parts of the school and district. This study will impact social change by informing educators of the possible positive impact of small learning communities on students' achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A