Between 2003 and 2007, and without significant outside funding, the School District of Philadelphia created 25 new small high schools. This study, begun by Research for Action in 2006, follows the start-up and early implementation of these small high schools in Philadelphia. The study found that parents and students are interested in small high schools and that, across admission categories, these schools are beginning to make a difference for student engagement and achievement. Small high schools had higher rates of algebra passage and lower rates of suspension than comparative large schools. Teacher survey data and interviews with teachers and students indicated a greater sense of safety in small high schools and a more positive picture of teacher-student relationships. The positive differences were greatest for the small open admission neighborhood high schools. However, small size alone does not automatically create academic success or improved school climate. Some findings (e.g., attendance, tardiness) were mixed, with small schools not necessarily outperforming large schools and sometimes doing worse than their large counterparts. This research also details the varied start-up experiences of small schools created from the ground up compared with those converted from preexisting schools; the brand new schools had multiple advantages in the start-up process. More supports are needed if Philadelphia’s small high schools are to capitalize on the advantages of a smaller learning environment. Teachers and administrators articulated what next steps were needed to make schools more rigorous. This multi-method study is based on interviews with parents, students, teachers, and administrators as well as school observations, teacher surveys, application and enrollment data, and student achievement data.
Going Small: Progress and Challenges of Philadelphia’s Small High Schools
Tracey A. Hartmann , Rebecca Reumann-Moore , Shani Aida Evans , Clarisse Haxton , Holly Plastaras Maluk , Ruth Curran Neild
Date: July 2009
Related Publications
Publication
Examining the Impact, Implementation, and Cost Effectiveness of Completion Coaching in a Statewide College Promise Program
Dae Y. Kim, Karin Gegenheimer
Publication
Children’s Literacy Initiative’s Blueprint for Early Learning: Evaluation Report
Alyn Turner, Jill Pierce, Kendall LaParo
Publication
Virtual Approaches Hold Promise for Expanding Afterschool Art Programming
Wendy McClanahan, Tracey A. Hartmann
Publication
Small but Mighty: Lessons from Black Teachers’ Experiences in Allegheny County
Siettah Parks, Kevin Burgess, Leana Cabral, Mary Eddins, Alita Robinson
Publication
Allegheny County Teacher and Student Demographics: 2022-23 Update
Mary Eddins, David Lapp, Anna Shaw-Amoah
Publication
Top 5 Insights from RFA’s Community Research Partnership: Becoming a Community-Engaged Research Organization
Kate Callahan, Saxon Nelson
Publication
Exploring the Diversity and Supports for School District of Philadelphia English Learners as they Prepare to Transition to High School
David Bamat, Sean Vannata, Lindsey Liu, Molly Schlesinger, Alyn Turner
Publication
Setting the Stage: Practical Ideas for Implementing High-Quality Afterschool Arts Programs
Tracey A. Hartmann, Wendy McClanahan, Jill Pierce
Publication
Pennsylvania School Funding and School Staffing Disparities
David Lapp, Anna Shaw-Amoah
Publication
State Funding to Support Out-of-School Time Programming in Pennsylvania
Mark Duffy, Tracey A. Hartmann
Publication
“Worn & Weary” Black Teachers’ Storied Experiences and Recommendations around their Attrition and Retention in Philadelphia Schools
Leana Cabral, Lynnette Mawhinney, Jill Pierce, Carmina Hachenburg
Publication
Changing the Finish Line: Implications of new graduation requirements in the School District of Philadelphia
Sean Vannata, Anna Shaw-Amoah, Molly Pileggi, Molly Schlesinger, Theodore Wills, Roland Reyes, Alyn Turner