MARC 主機 00000nam 2200000 a 4500
001 AAI3137930
005 20050714101250.5
008 050714s2004 s eng d
020 049685100X
035 (UnM)AAI3137930
040 UnM|cUnM
100 1 Ready, Douglas D
245 10 High schools divided into schools-within-schools:
Implications for equity and access|h[electronic resource]
300 207 p
500 Source: Dissertation Abstracts International, Volume: 65-
06, Section: A, page: 2155
500 Chair: Valerie E. Lee
502 Thesis (Ph.D.)--University of Michigan, 2004
520 Substantial government and foundation support has recently
coalesced behind restructuring large public high schools
into smaller learning communities, or "schools-within-
schools" (SWS). Despite this groundswell of support for
the SWS reform, the empirical base on schools-within-
schools is quite sparse. Those who advocate the SWS model
often cite research on school size and small schools to
justify their advocacy. However, it is unclear whether
research on small schools and school size is directly
applicable to schools-within-schools
520 Results from field work in five public high schools
employing the SWS model suggest that the SWS structure is
a promising reform that increases meaningful social
relations among students and teachers, and forces high
schools to consider what they want students to know and be
able to do. During the course of this research, however,
one negative aspect of the structure surfaced (to varying
degrees) in each of the five SWS high schools. Each school
organized its sub-schools around curricular, pedagogical,
or (most often) career themes, and permitted students to
select their sub-school based presumably on their
individual preferences and attraction to the various sub-
schools' themes and offerings. The processes by which
students were allocated to their smaller sub-schools,
however---either inadvertently or by design---sorted and
stratified students into different sub-schools based on
their race, social class and/or academic background. In
this sense, the curricular allocation processes that occur
in comprehensive high schools were replicated in these SWS
high schools, although the locus shifted from processes
that allocate students to academic courses to those that
place students in sub-schools. Specific social and
structural processes---including unrestricted student
choice made within hierarchical sub-school contexts---
exacerbated this stratification. Students' race, social
class, academic background, and other characteristics were
associated with their sub-school selections. In particular,
minority, lower-income, and lower-achieving students were
less likely to choose academically rigorous sub-schools.
Random assignment of students to theme-less sub-units is a
potential way to preserve the social benefits of the
reform while avoiding between-sub-school stratification
and segregation
590 School code: 0127
650 4 Education, Sociology of
650 4 Education, Secondary
650 4 Education, Curriculum and Instruction
690 0340
690 0533
690 0727
710 20 University of Michigan
773 0 |tDissertation Abstracts International|g65-06A
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
advanced?query=3137930
912 PQDT
