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Small High Schools on a Larger Scale: The Impact of School Conversions in Chicago

Mills College

Susan E. Sporte, Marisa de la Torre and John Q. Easton

Consortium on Chicago School Research, University of Chicago

This study examines 4 years of small school reform in Chicago, focusing on schools formed by converting large traditional high schools into small autonomous ones. Analyzing systemwide survey and outcome data, the authors assess the assumptions embedded in the reform’s theory of change. They find that these schools are characterized by more collegial and committed teacher contexts and more academically and personally supportive student contexts. There is some evidence of decreased dropout rates and increased graduation rates for the first cohort of students but not for the second cohort. The authors do not find stronger instruction, nor do they find student achievement has improved. They discuss implications for reformers and policy makers who are interested in small schools in particular and high school reform in general.

Key Words: small schools • high school reform • evaluation

This version was published on September 1, 2008

Educational Evaluation and Policy Analysis, Vol. 30, No. 3, 281-315 (2008)
DOI: 10.3102/0162373708319184


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