Creating small schools in Chicago: an early look at implementation and impact

Abstract

There is widespread concern in many US cities about student alienation, dropout and under-achievement in large urban high schools. Chicago, with support from the Gates Foundation and other agencies, has embarked on a major reform involving the establishment of new small schools and the division of larger schools into smaller ones. This article reports on early evaluations of the project, alongside previous evaluations of small high schools. It highlights early effects such as: improved relationships; cooperation between teachers; awareness of personal difficulties; student engagement; and better attendance. Although it is too early to demonstrate the result in terms of summative attainment measures, these clearly provide a strong foundation.