The Effects of Small Learning Communities on Academic Achievement in Math and English in a Small Urban High School

With an increasing number of students at risk for not meeting high school graduation requirements, school districts are implementing a more personalized approach to education in the form of small learning communities. The goal of individualizing the instruction is to improve academic achievement, thus encouraging the student to remain in school. This study examined one particular program developed in an urban high school for ninth grade students who were identified as at risk for dropping out of school before their senior year. The participants consisted of three non-classified students, currently juniors, who were enrolled in the program for two years and are now mainstreamed into the general population. However, they currently have the same math and language arts teachers. The purpose was to ascertain the effects of a smaller, inclusive academic setting on marking period grade point averages between the participants' sophomore and junior year grades in math and language arts. Data were also collected through student surveys on students' perceptions of the effectiveness of the small learning community and teacher interviews. The researcher hypothesizes that there will be no difference in the students' academic performance. The analysis revealed that the small learning community had no statistically significant direct effect on academic achievement in either English or math class. However, there was a perceptional effect that contributed to the participant's desire to remain in school and graduate with their peers.