| Increasing numbers of large urban school districts are seeking more efficient and viable alternatives to the traditional comprehensive American high school in an attempt to increase graduation rates, lower drop-out rates, and produce well rounded citizens. The research suggests that small high schools are safer, have greater parent and teacher satisfaction, and higher achievement than large comprehensive high schools. In response to this, the small school reform movement is sweeping the country as high schools focus on personalizing schools into smaller learning communities. This qualitative ethnographic case study explored the evolution of an urban high school in its 3rd year of small school reform. The study seeks to understand how this high school proceeded from its initial concept of a small school, moving to a small school program, and emerging as a new small school. This study was interested in uncovering the ways that internal factors, for example, leadership, building space, curriculum, and school identity, and external factors, such as, district policies, or state support affected the evolution of the small high school. To examine the phenomenon of small high school reform, this qualitative study used interview, observation, and document review to develop a case study of one small high school sharing a multiplex building with 3 other small high schools. The first key finding: Too many pieces, not enough glue, revealed that Summit Montessori High School had too many new initiatives starting at once. The staff lacked a clear understanding of the school's concept and vision, as well as training on Montessori philosophies, teaching and learning in small schools, and how to operate within a teacher-cooperative leadership model. The second key finding: A continuous struggle, revealed that the shared building space presented many problems for the teachers and students at Summit Montessori High School. Furthermore, district policies remain unchanged, resulting in staff and students resorting to activist approaches to get things done for their school. These findings offer small school reform leaders suggestions for developing and sustaining a small school culture and cohesion despite the pressures of reverting back to top-down, comprehensive high school norms. |
