This paper introduces five high schools in Boston, Massachusetts, that chose small learning communities (SLCs) as a whole school reform strategy. The paper lists five key findings from these experiences including implementation conflicts, clustering tensions, necessary leadership, teacher input, and bilingual programs. In conclusion, the report identifies four key challenges apparent in all high school reform movements: achieving coherence on reform initiatives; balancing accountability with flexibility and support; developing new roles and responsibilities for teachers and administrators; and providing for teacher and student choice. Although this paper primarily looks at the opportunities and challenges faced by the schools themselves, this can also be a resource for states and districts by identifying what must be addressed in order to provide the necessary conditions for high schools to reform.
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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.
