This report examines various approaches to converting large schools into smaller schools and brings those approaches to life through case studies of districts and schools that have implemented smaller learning communities (SLCs). The paper compares and contrasts: 1) the pace of change - incremental or "big bang" and 2) the locus of control - inside district design teams, outside intermediaries, or inside-outside community partnerships. States that are interested in supporting their districts' SLC implementation might benefit from the authors' detailed analyses of the conversion process and the clearly articulated pros and cons of each method.
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Background and Context
One key approach to improving instruction for high school students is redesigning the environment and structure in which they learn. Creating smaller learning communities is one way schools are fundamentally reshaping that environment. Guided by a belief that student achievement will improve in a more personalized environment, advocates of smaller learning communities hope that smaller class sizes, increased teacher collaboration, comprehensive advisory systems, and a more relevant and rigorous curriculum will reap substantial gains in academic achievement.
