Small schools.

The findings in Christopher Berry's "School Inflation" (Research, Fall 2004) add to an impressive mound of evidence documenting the advantages of small schools.

Early-20th-century advocates of large and consolidated schools, such as James Conant and Ellwood Cubberley, never dreamed that someday three out of five high-school students would attend schools comprising more than 1,000 students, with some schools having over 4,000 students. Conant's idea of a large school was 400 students, and the schools Cubberley wanted to consolidate were mostly rural one-room schoolhouses with an average size of well under 100 students.

Recent studies have found that students in schools with about 100 students per grade generally score higher on tests, pass more courses, and are more likely to stay in school, graduate, and go on to college. Hundreds of these high-quality small schools already exist around the country, with 250 more scheduled to open in the fall of 2004. Many of these schools are graduating at least 80 percent of their students and sending them off to college, even while facing significant challenges, such as serving high levels of low-income, minority, and special-needs students.

It is important to remember that small size is not a solution in and of itself. But it does create an environment that fosters success. Our own evaluation studies have shown that in small schools students say their teachers know them better, care about them more, and have higher expectations of them. As a result, students are challenged and focus on achieving. Additionally, teachers are better able to collaborate and develop a common vision.

While the achievement gap between white students and their low-income, minority counterparts on tests has received a great deal of attention, the gap in high-school graduation rates is even more critical. Nearly half of our nation's African-American and Hispanic students drop out of high school, and fewer than a fifth graduate ready for college. This graduation gap is the most important economic, civic, and social problem of our time. As research points out, small schools improve life outcomes by helping more students graduate, thus providing them with the opportunities to attend college, find meaningful employment, and become productive citizens.

Small schools can also help boost graduation rates among these underserved students by providing them with a new version of the three Rs--rigorous academic coursework, meaningful relationships with instructors who can help them meet high standards, and relevant learning opportunities through internships, community partnerships, and real-world tasks.

To help more students attend these more effective schools, our foundation is investing in community-based efforts to create new high-quality small schools and smaller learning communities within larger schools. But our goal is not to create more small schools; it is to help more low-income and minority students graduate ready for college, work, and citizenship.

TOM VANDER ARK 

Executive Director

Education

Bill & Melinda Gates Foundation