Nathan, Joe; Febey, Karen TITLE Smaller, Safer, Saner, Successful Schools

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AUTHOR Nathan, Joe; Febey, Karen TITLE Smaller, Safer, Saner, Successful Schools. INSTITUTION Minnesota Univ., Minneapolis. Center for School Change.; National Clearinghouse for Educational Facilities, Washington, DC. PUB DATE 2001-00-00 NOTE 66p.; Additional support received by Knowledge Works Foundation, North Central Regional Educational Library, and Scheffer Lang. AVAILABLE FROM National Clearinghouse for Educational Facilities at the National Institute of Building Sciences, 1090 Vermont Ave., NW, Suite 700, Washington, DC 20005-4905. Tel: 888-552-0624 (Toll Free); Web site: http://www.edfacilities.org. PUB TYPE Reports Research (143) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Academic Achievement; Case Studies; Charter Schools; *Educational Environment; Educational Research; Elementary Secondary Education; Public Schools; *School Effectiveness; *School Safety; *Small Schools; Student School Relationship IDENTIFIERS Graduation Rates

ABSTRACT This report provides brief case studies of 22 public school buildings in 12 states, representing urban, suburban, and rural communities, including both district-run and charter public schools. The studies demonstrate the schools' ability to improve academic achievement and behavior in safe, nurturing, and stimulating environments. The researchers say the case study analysis reveals that on average, smaller schools can provide a safer and more challenging school environment that creates higher academic achievement and graduation rates, fewer disciplinary problems, and greater satisfaction from families, students, and teachers. Also, schools that share facilities with other organizations offer broader learning opportunities for students, provide higher quality services to students and their families, and present a way to efficiently use tax dollars. (GR) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) -1'4This document has been reproduced as eceived from the person or organization originating it. ID Minor changes have been made to improve reproduction quality.

SMALLER9 SAFER9 SANER Points of view or opinions stated in this document do not necessarily represent Succeoofm acheao official OERI position or policy.

NATIONAL CLEARINGHOUSE FOR EDUCATIONAL FACILITIES CENTER FOR SCHOOL CHANGE, HUMPHREY INSTITUTE OF THE UNIVERSITY OF MINNESOTA

BESTCOPY AVAILABLE SMALLER9 SAFER9 SANER9 SucceosfEd achoola

Joe Nathan and Karen Febey Center for School Change

NATIONAL CLEARINGHOUSE FOR EDUCATIONAL FACILITIES, WASHINGTON, D.C. CENTER FOR SCHOOL CHANGE, HUMPHREY INSTITUTE OF THE UNIVERSITY OF MINNESOTA, MINNEAPOLIS, MINNESOTA

2001 AcKNOWLEDGEMENTS

Many people collaborated to produce this booklet. Bill Brenner and the staff at the National Clearinghouse for Educational Facilities under- stood the value of the report and strongly supported its creation. Jack Lyons of the U.S. Department of Education, an advocate for well designed school buildings, endorsed this project. Thanks also to the Knowledge Works Foundation in Cincinnati, the North Central Regional Educational Laboratory, and Scheffer Lang in St. Paul for helping to support the research and publishing of this report. A special thanks to the directors of each school highlighted in this report. They took time out of very busy schedules to share information, arrange visits, and review drafts of the case studies. The assistance of my colleagues at Humphrey Institute was invaluable. Thanks to Deb Hare and Martha Hardy for making arrangements and easing production of the booklet. Thanks to Migs Grove for careful editing and to Sue Showers for her help with the South Grand Prairie case study. Marcia Axtmann Smith's design transports the report from written word to visual reality, bringing to life the wonders flourishing within these schools. The conclusions are those of the authors and do not necessarily represent the opinions of the funders or the educators whose schools are described. The Humphrey Institute of the University of Minnesota welcomes diverse opinions and aspirations. The institute does not take positions on issues of public policy. The contents of this report are the responsibility of the authors. The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. The report was produced by the Center for School Change, Humphrey Institute, University of Minnesota, 301 19th Avenue South, Minneapolis, Minn. 55455; (612) 626-1834.

2 TABLE OF CONTENTS

ACKNOWLEDGEMENTS 2

EXECUTIVE SUMMARY 7

SUMMARY OF RESEARCH ON SMALL SCHOOLS AND SHARED FACILITIES 8

SCHOOL CASE STUDIES 23

Academy Charter School 24

Academy of the Pacific Rim Charter School 25

Alpha High School 26

Arizona Agribusiness and Equine Center 29

Boston Arts Academy and Fenway High School 31

Buffalo King Center 32

Campus Magnet Schools 34

City Academy 36

Clark Montessori 38

Frederick Douglass Academy 40

El Puente Academy for Peace and Justice 42

Julia Richman Education Center 44

Mesa Arts Academy 46

Minnesota New Country School 48

Northfield Community Center 50

Nova Project 52

Parham School 54

Perspectives Charter School 56

School of Environmental Studies 58

South Grand Prairie High School 59

Vaughn Next Century Learning Center 60

Wyandotte High School 62

RESOURCES 64

Photo Credits 64

About the Authors 64

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; Executive Summary

Families want safe, nurturing, challenging, and effective schools for their children. At a time when record sums are being spent on school buildings, it is vital to talk about how that money is being used. We can make significant progress toward what parents, legislators, and other concerned citizens want by using ideas from small schools and schools that share facilities. This is perhaps the first report to combine case studies from all over the United States with a research summary, showing how educators and community members have created these schools.

THE REPORT PROVIDES BRIEF CASE STUDIES of 22 public school buildings in 12 states: Arizona, California, Colorado, Illinois, Kansas, Mass- achusetts, Minnesota, New York, Ohio, Oregon, Texas, and Washington. They represent urban, suburban, and rural communities throughout the United States and include both district-run and charter public schools. These schools serve a vast array of youngsters. They are united in their ability to improve achievement and behavior in safe, nurturing, stimulat- The value of small schools has ing environments. been 'confirmed with a clarity and The key conclusions of this report are a level of confidence rare in the 1. SMALLER SCHOOLS, ON AVERAGE, CAN PROVIDE annals of education research.' Photo illustration 6a: El Puente a safer place for students Academy, located in a former a more positive, challenging environment church, Brooklyn, New York. 7a: Arizona Agribusiness and higher achievement Equine Science Center, Phoenix, Arizona. Both schools are featured higher graduation rates in this report. fewer discipline problems much greater satisfaction for families, students, and teachers.

2. SCHOOLS THAT SHARE FACILITIES WITH OTHER ORGANIZATIONS CAN OFFER broader learning opportunities for students high quality services to students and their families higher student achievement and better graduation rates a way to stretch and make more efficient use of tax dollars.

WE BELIEVE, AND WE HOPE, THAT THIS IS AN ENCOURAGING REPORT. These , schools show how to provide much more effective education for students. 1,- And they help show how small schools and those that share facilities can be much more satisfying places for teachers. This is a critical issue as the nation considers how to attract and retain teachers.

THIS IS NOT A REPORT ABOUT EDUCATIONAL THEORY. It iS a study about how real, existing schools can help the nation offer saner, safer, smarter, better public education.

7 Summary of Research ON SMALL SCHOOLS AND SHARED FACILITIES

School buildings are getting more on school buildings is increasing, teachers and students bowing to each attention and they should. A accounting for billions of dollars. Latestother, praising each other for their school's size and the groups with industry estimates are that more than efforts. The school begins every day whom a school shares space can make $21.5 billion was spent on elementary with a 20-minute assembly, during an enormous difference. Whether and secondary school construction in which students are rewarded for per- located in an urban, suburban, or rural the year 2000, an increase of more than sistence. This public school produces area, small schools are safer and, in one-third over the previous year. That students who have among the state's general, students in small schools learn was more money than had ever been highest test scores, even though this more. Moreover, school buildings that spent in a single year on K through 12 inner city school is open to all. share space with other organizations school buildings. Educational adminis- Imagine a rural secondary school can provide youngsters with a better trators are estimating that more than that begins the school year with an education and use taxes more efficient- $84 billion will be spent on elementary individual family-student-teacher con- ly. These are some of the key lessons or secondary school construction ference, asks students to make public people throughout the United States between 2001 and 2003. About half of presentations every six weeks, and pro- are learning. This report shares their that will be used for new schools; the vides each student and faculty member stories. other half, for modernization and addi- with a computer and desk that they Given the enormous sums of money tions to existing schools (Agron 2001). can personalize with pictures of family, being spent on school construction, this Imagine a small, inner city public friends, and favorite hobbies. The Bill is a critical time to discuss how the secondary school deeply interested in and Melinda Gates Foundation just money will be spent and what type of the best ideas of Asian and American gave this school $4 million to replicate buildings will be constructed. Spending education that starts every class with itself because of its great success.

LEA

8 Imagine a large suburban high in Cincinnati to a school praised by the considering the role a school building school near Dallas that has converted district and the U. S. Secretary of can play in the lives of young people to five small schools and has seen its Education for having the city's greatest and the development of a community. already good graduation rate and other gains in achievement and attendance. We want to show examples of commu- important indicators improve even None of these schools is imaginary. nities that have used research on more. Imagine rural or suburban fit- They each exist. You will learn more school size and shared facilities to cre- ness centers, built as part of a high about these and other remarkable ate buildingsand schoolsthat work school, paid for in part with foundation, schools in this report. Educators, par- better for students. corporate, and city funds. They are ents, and community leaders in these Over the last five years, researchers open 18 hours a day and provide facili- rural, urban, and suburban communi- have concluded that smaller schools ties far more extensive than either the ties are serious about making things provide many benefitsachievement, school districts or towns could afford by better for young people and their fami- attendance, graduation rates, and themselves. lies. They looked at the best available behavior all tend to be better in small Imagine an inner city elementary research and experience about small schools. This is true in urban, rural, school that shares space with a local schools and shared facilities. Then they and suburban areas. service agency so that agency staff can used it. They have much to teach us. The research we share questions the dramatically expand offerings to stu- We have tried to combine research tendency over the last 20 years to build dents and work directly with families. with reality. This report is designed for even larger schools. Along with This school has gone from having the parents, educators, school board mem- research, tragedies like Columbine lowest achievement and worst atten- bers, legislators, business, and High School showed that there are dance of any neighborhood K-8 school community groupsfor anyone who is problems, as well as strengths, when communities create huge schools. Families and young people face many challenges today. Some communities have developed shared facilities, in which schools share space with businesses, social service agencies, or other organizations to help provide a more effective education for young people. By sharing space, educators, students, and citizens can gain access to a fuller, often better range of programs and services. This report contains four major sections. The first offers a brief summary $. of the benefits small schools offer to students and educators. The next section discusses experiences with shared facilities. The third describes

The research we share questions the tendency over the last 20 years to build even larger schools. 8a: Julia Richman Education Center, New York City. 9a: Vaughn Next Century Learning Center, Los Angeles. 9 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

Room_ 406

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Gene Maeroff recently wrote a hopeful Smaller high schools are more school facilities nationwide that appear book describing the dramatic positive engaging environments and pro- to be making good use of this research. impact partnerships among educators, duce greater gains in student The final section lists resources that business people, parents, and other achievement. 10a: Clark can provide additional information and community members are having on Montessori, Cincinnati, Ohio. assistance. young people. To indicate the power of lla: Classroom art display at Mesa No one would describe the schools cited in this report as perfect. But well-designed partnerships, the book Arts Academy, Mesa, Arizona. many of them have excellent records of was called Altered Lives. We hope that improving achievement, increasing this report will help readers under- attendance, and providing other impor- stand how, as Maeroff explains, "the tant benefits to students and the altered lives of a relative few serve as broader community. testament for what is possible for the Former New York Times reporter many" (Maeroff 1998: 305). 10 ii SUMMARY OF RESEARCH ON SMALL SCHOOLS AND SHARED FACILITIES

Research on on to some form of post-secondary elementary schools and fewer than 400 education. students in the high schools. The most School Size Professor Anthony Bryk of the important findings were that in small Center for School Improvement of the school's T. positive effect of small University of Chicago analyzed a num- student performance and test schools has been known for ber of studies from all over the country scores improved, years, but it was not until about the relationship between school recently that studies found a strong size, cost, and quality. He found violence occurred less frequently, relationship between higher academic ...smaller high schools are more conditions were more conducive for achievement and lower enrollment students to learn and for teachers engaging environments and pro- (Eckman and Howley 1997). A recent to develop professionally, and duce greater gains in student research summary commissioned by achievement.... These findings parents and community members the U. S. Department of Education was complement and extend a now- were more satisfied with the school very clear on the subject. It notes that large body of research evidence (Was ley, et. al.). the value of small schools in increasing that smaller schools are more pro- achievement, graduation rates, satis- In Chicago, the movement to create ductive work places for both faction, and in improving behavior has small schools within big schools was adults and students. In these more been "confirmed with a clarity and a started as a means to improve student intimate environments, teachers level of confidence rare in the annals of achievement. Educators found that are more likely to report greater education research" (Raywid 1999: 1). many students who showed no interest satisfaction with their work, high- This summary quotes another study in learning were academically on par er levels of morale and greater that found "a large body of research... with their peers around the country commitment. Problems of student (that) overwhelmingly affirms the after moving to a small school. The misconduct, class cutting, absen- superiority of small schools" (Cotton). smaller schools had goals such as teeism, and dropping out are all Look at El Puente Academy, a small increasing cooperation among teachers less prevalent (Bryk 1994: 6-7). high school, open to all, located in a and helping all students learn how to low-income section of New York City. CHICAGO PUBLIC SCHOOLS FOUND MANY apply the skills they learn (Joravsky). Less than 30 percent of the ninth BENEFITS from encouraging creation of Small schools created out of large graders attending a large high school small public schools of choice. The schools in Chicago have been a success- nearby graduate in four years. small schools that researchers studied ful means of involving students, par- However, more than 90 percent of El served fewer than 350 students in the ents, and teachers in the process of Puente's 9th graders graduate and go educational reform.

11 12 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

WHAT ABOUT COST? The classic argu- ...the envisioned economies of for Alpha High School in suburban ment is that even if large schools are scale here, however, are actually Portland, Academy for the Pacific Rim, not more effective, they are cheaper. quite illusive. Moreover, whatever the Nova Project in Seattle, and This is not necessarily so. The marginal efficiencies may be Minnesota New Country School in Minnesota School of Environmental extracted is dwarfed by the over- Henderson, Minnesota. Some urban Science (or "Zoo School") with its stu- all ineffectiveness of these insti- and suburban communities have creat- dent body of 400 was carefully designed tutions. While school districts ed small schools within large buildings. to cost no more per pupil than other that are currently saddled with Students in suburban South Grand large high schools built in the same dis- large physical plants might pro- Prairie, Texas, for example, have the trict. A New York City study found that ductively move toward schools- advantage of enrolling in one of five smaller high schools cost somewhat within-schools, there is little rea- small schools in one large building and more per pupil to operate, but when the son to continue to build more taking any Advanced Placement cours- cost of the school per graduate is calcu- buildings like this. In light of the es offered in any of the five schools. lated, smaller academic and alternative positive consequences for both Students at the Campus Magnet High schools were less expensive than large adults and students associated Schools, a large high school building in high schools (Stiefel). with working in small schools, Queens, New York, have the benefits of Sometimes people who argue for the reality is one of a dis-economy a small high school, while taking a spe- consolidating schools don't take into of scale (Bryk 1994: 6-7). cialized legal, business, or dance class account the potential for increased offered by a small school in their large transportation costs. In a booklet pub- Some studies show how small schools building. Students at Wyandotte High lished by the National Trust for have special benefits for students who School in Kansas City, Kansas, can Historic Preservation, the authors are at risk or disadvantaged (Eckman enroll in any of eight distinctive schools urged communities to consider all costs and Howley). The correlation between in the larger building, as well as take when deciding whether to retain neigh- poverty and low achievement can be as courses at a local community college. borhood schools. The National Trust high as 10 times stronger in larger Boston public school teachers created report quotes a Maine State Planning schools than in smaller schools. two small schools in a large building Agency study, which found that between But the value of small schools is not directly across the street from Fenway 1970 and 1995 the number of students limited to low-income communities. As Park, the city's major league baseball statewide declined by 27,000. During schools from suburban areas near stadium. the same period, school busing costs roseDallas, Portland, and Minneapolis A growing number of communities from $8.7 million to more than $54 mil- show, even affluent youngsters can gainaround the country are creating small lion (Beaumont and Pianca). from attending a small school. (See schools within larger schools to help The National Trust report includes case studies.) students and teachers. The biggest other information showing how shared Some worry that large schools will value seems to come when they are facilities can be an extremely efficient be able to offer a larger number of designed as distinctive schools of way to use tax dollars. Their report courses, but the number of course offer- choice, rather than "houses," which also points out that sometimes local or ings has little relationship to student often are clones of each other. state regulations require more space success. The quality of instruction is The structure of a small school gen- than is necessary for a school building, the most important determinant of stu- erally fosters a sense of community especially if the school is sharing space dent achievement and has no relation- among teachers and students alike with another organization that may ship to the number of courses offered (Bryk and Driscoll, Bryk et. al. 1993). have a gym, office, or other facilities (Eckman and Howley). Small schools are founded on the idea the school can use. There are several ways to create that the success of a school is linked to smaller learning environments. One its size, so by keeping enrollments WHAT ABOUT THE NECESSITY OF approach is to create a separate, free- small, students receive more personal- ECONOMIES OF SCALE, which some offer standing small school. There are a ized attention and the school is more as an important argument for large number of excellent examples from manageable (Joravsky). Small schools schools? Bryk concludes urban, suburban, and rural communi- can be more responsive to needs and ties. See, for example, the case studies

12 13 SUMMARY OF RESEARCH ON SMALL SCHOOLS AND SHARED FACILITIES

learning styles of the individual compared the achievement of 24,000 A 1996 study examined the achieve- students. When this happens, students eighth and tenth grade students in ment of students who had selected are more satisfied in their school envi- urban high schools. The study com- career academies. Some of these were ronment (Lindsay, Burke), so they are pared the achievement of students in schools within a large building, while more academically productive (Lee large comprehensive high schools, others were schools within schools (e.g., and Smith; Lee, Smith and Catholic schools, private schools, and Wyandotte High School or Campus Croninger), public magnet schools. The author con- Magnet Schools). Students who attend- cluded that students in the urban mag- ed these schools of choice achieved better behaved (Gottfredson), net schools learned more and outper- more than comparable students attend- more likely to participate in after- formed those in the other schools. ing schools to which they had been school activities (Barker and Among the reasons for improved per- assigned. Gump; Lindsay) formance of magnet Another study compared attitudes of less likely to drop out of school students were students in comprehensive schools and (Pittman and Haughwout ). parental choice, students in smaller schools they had students feel- actively chosen The study concluded As THE NATION CONSIDERS THE IMPOR- ing a sense of that students were more likely to TANCE OF ATTRACTING AND RETAINING membership valueand feel satisfied by TEACHERS, small schools can play a key and belong- role. A number of studies concluded ing, and a that teachers in small schools are much focused cur- more satisfied than are teachers in riculum large schools (Bryk, Wasley, Raywid). (Gamoran) A study of more than 2,400 Midwestern superintendents shows they recognize the importance of small schools in retaining faculty. In fact, urban, rural, and suburban superintendents whose districts have restructured schools to make them smaller rated this action the single most effective way to retain teachers (Hare). Many of the most successful small public schools are schools of choice. They were actively selected by the families, students, and faculty. A variety of studies show the importance of allowing families to select among schools. One of the largest recent national studies on this issue

The quality of instruction is the most important determinant of student achievement and has no relationship to the number of courses offered. 13a: Faculty of Frederick Douglass Academy, New York City.

13 4 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

The first major benefit of a program that they chose, instead of co-location is the expanded learn- one to which they were assigned ing opportunities for students. (Smith, Gregory and Pugh). Virtually 14a: Early childhood education all of the schools described in this report are open to all kinds of students. center at New York's Julia Richman complex, where high With only two exceptions, these schools school students get first-hand have no admissions tests. Boston Arts experience caring for young Academy is a public school that requires children. a try out and Clark Montessori Junior- Senior High gives preference to students who previously attended Montessori schools. The evidence shows that small public schools are effective without having an admissions test. Bob Barr and William Parrett, college professors who have studied public schools for more than 30 years, con- clude that small schoolswhere faculty have a shared vision, offer a focused curriculum, and permit choice of participationare "critical to the success of all students" (Barr and Parrett). Deborah Meier is a New York City teacher who created a successful small school of choice in East Harlem in the early 1970s. She won a MacArthur Foundation "genius award" for her work. Meier believes that "...only in a small school can deep, ongoing discussion take place in ways that produce change and involve the entire faculty" (Joravsky).

THE EVIDENCE IS IN. When comparing similar groups of students, those who attend small schools of choice are safer, have better attendance and behavior, demonstrate higher achievement, and are more likely to graduate. The challenge is to learn from communities such as those cited in this report. We need to use the research.

15 14 SUMMARY OF RESEARCH ON SMALL SCHOOLS AND SHARED FACILITIES

ene fits of Shared Facilities THE FIRST MAJOR BENEFIT of co-location is the expanded learning opportunities any communities are learningfor students. Consider the advantages that it is valuable for schools of sharing space with a higher educa- to share space with organization institution, a museum, or zoo. tions like museums, nursery schools, Students at Arizona Agribusiness and day care centers, senior citizen pro- Equine Center in Phoenix take courses grams, and businesses. Co-locating at a community college that specializes with another organization can have in this subject because their high school enormous benefits for a school's stu- shares space with the community col- dents, their families, and the broader lege. Alpha students near Portland can community. take community college courses right in This is not a theoretical ideamany their building because their building communities around the nation have shares space with a local community used this concept and found widespreadcollege. Students at the Minnesota benefits. In a paper written for the School of Environmental Science find it Carnegie Corporation, researcher Joy easy to participate in internships on Dryfoos described these places as "com- environmental science, study animals, munity schools" and reports that there and help prepare exhibits because their is "a growing body of evidence that school shares space with the Minnesota community schools are beginning to Zoo. demonstrate positive effects on stu- Students at a public school located dents, families and communities in one of the nation's largest malls, the many of these models have the capacityMall of America in Bloomington, to produce multiple impacts that Minnesota, are able to do a variety of include and go beyond the expectations things because of their school's location. of traditional education reform" They compare marketing and advertis- (Dryfoos, p.7). ing strategies, look at how merchants The benefits of schools and other try to attract people into their stores, organizations sharing people and facili- and discuss advantages and disadvan- ties are innumerable. Parham tages of being part of a national chain. Elementary in Cincinnati; Northfield, A growing number of public schools Minnesota's Community Service share space with museums. A Flagstaff, Center; and El Puente in New York Arizona, school shares space with a Citywhere human service programs museum in that town. A Dearborn, and a school are housed in the same Michigan, school shares space with the building to serve students and fami- Henry Ford Museum. There are many liesare but a few of the successful other examples. Students at these muse- school-community centers to be found um schools are able to apply what they around the country. Services provided have learned on a daily basis while con- through a school-community center can tributing to the museum where their include academic support, health care, schools are located (Borden). family support, counseling, substance At the Julia Richman Complex in abuse counseling, senior citizen servic- New York City, several high schools es, and job training services (Decker share space with an elementary school and Ringers). and an early childhood program. This means high school students can not

15 16 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

seniors about their memories of key Shared facilities permit tax funds only read about young children's historical events and learn how these to be spent in an efficient manner. behavior, but also study it in the early events affected the seniors' lives. 16a: Architectural rendering for a childhood program. Cincinnati's Students who attend school at the Medina, Ohio, performing arts cen- Parham Elementary School found that Northfield Community Center in ter being constructed by several much more could be offered to students Minnesota enjoy both benefits because community organizations for coop- when faculty worked with a local their school shares space with senior erative use. agency named FamiliesFORWARD, which provides a vast array of courses citizen programs and with early child- and after-school programs to supple- hood education programs. ment what the faculty can do. As the Public schools sharing space with case study explains, this collaboration businesses offer unique experiences. A helped move Parham from the K recent report cites cases of schools that through 8 school in Cincinnati with the share space with the Miami-Dade air- worst record to a school that received port, businesses in the downtown areas an award from the district and praise of Tampa and Des Moines, and large from the U.S. Secretary of Education malls. The report mentions that one for making huge progress. company creating malls has opened 12 A school that shares space with sen- schools in malls and has plans to open ior citizens can provide many opportu- a total of 35 (Taylor and Snell). In these nities for its students to interview cases, the space is provided by the busi-

16 17 SUMMARY OF RESEARCH ON SMALL SCHOOLS AND SHARED FACILITIES

nesses involved, with the curriculum teachers are involved in the lives of in Philadelphia showed more and faculty provided by the school dis- their students beyond the time that improvement than any other school trict. There are many benefits. School they spend with them in the classroom on the state's standardized reading districts save funds that otherwise (Institute for Educational Leadership). and math tests. would be used to construct facilities. One of the main goals of school-com- At Broad Acres Elementary School Students gain from "unique educationalmunity centers, such as El Puente, in Maryland, the number of fami- opportunities afforded to them by the Parham, and Hamilton Elementary, is lies with no health care access was interaction with local businesses" the improvement of educational reduced from53percent to 10 per- (Taylor and Snell, Executive Sum- achievement by reducing social barriers cent and the number of families mary). Schools also report higher levels to learning. This is done through better with no health insurance coverage of family involvement. And businesses access to social services, which results was reduced from38percent to 10 report higher employee morale and in better family functioning and percent. lower turnover rates of employees healthy youth development (Dryfoos). At Lane Middle School in Portland, some of whom send their children to Schools sometimes find it difficult to Oregon, suspensions declined from these schools. meet the range of students' needs. By 50to15over a two-year period having immediate access to counseling, (Dryfoos). A SECOND MAJOR BENEFIT of co-location training, and health care professionals In many cases it is not only the student is expansion of services for students located in the same building, educators who needs support, but also his or her and their families, particularly social may be able to do a better job of help- family. When a school community cen- services. In her bookFull Service ing young people reach their potential. ter shares facilities with social service Schools, Joy Dryfoos provides a com- Provision of health care can be an agencies, the benefits of the shared pelling argument in favor of providing important element of these collabora- facilities allow both children and fami- social services for children within their tive arrangements. It is controversial, lies the best access to programs that schools: "The cumulative effects of and some communities won't support it. will serve their needs and allow the poverty have created social environ- But in analyzing the effects of health students a much better opportunity to ments that challenge educators, com- clinics in schools, Dryfoos found that: munity leaders, and practitioners of succeed in school. Some shared school- health, mental health, and social serv- school clinics are utilized the most social service facilities have the added ices to invent new kinds of institutional by the highest risk students, benefit of bringing multiple social serv- responses" (Dryfoos1994: xv). many of the students who utilize ices together. Combining social service At El Puente Academy in New York the clinic have no other source agencies within a school can be enor- City, students and their families have of medical care and no health mously beneficial because often the access to an array of services, including insurance, programs that social service agencies health care, literacy training, and coun- absences and excuses to go home provide to low-income families are seling, because these programs share have decreased because minor ill- uncoordinated and inconsistent and, space with the school. At Hamilton ness can be treated at school, and thus, ineffective. Elementary School in San Diego, the Families often do not know how or users of school clinics have lower where to access services that could help site of a school-community school ini- use of drugs, better school atten- them. When different social service tiative called New Beginnings, teachers dance, and lower dropout rates agencies are together in the same are trained to identify problems that (Dryfoos:2000, pp 134-35). their students may be having and are building and are able to coordinate familiar with the roles and services The following are just a few examples their eligibility procedures, families are that the social service agencies within that show that improvements are better able to find the help that they the school-community center provide. occurring in the health and well-being need, are able to do so quickly and effi- This allows the teachers to easily refer of students, as well as in their academ- ciently, and know where to go in the their students to an agency and then ic achievement and behavior, when case of an emergency. Assistance from track their students' progress there. social services and schools work and social service agencies is most effective This is one of the best strategies for live together. when the entire family is helped, rather than just individual members. If improving educational quality since the Charles Drew Elementary School families are successful and their needs 17 18 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

are met, then their children will per- High schools in Twinsburg and Educators and community leaders in form better in school (Institute for Medina, Ohio, are using the same prin- other countries are seeing the benefits Educational Leadership). ciples. Twinsburg is a suburban town of small schools and shared facilities. Social services are not the only kind near Cleveland. A community fitness In the Netherlands, for example, two of services that can be made available center, next to the high school, is man- elementary schools recently have been to students through a shared facility. aged by the City of Twinsburg. It constructed with these ideas in mind. Some schools share space with a city or includes a swimming pool, diving well, In Vleuten, an elementary school has county library, dramatically expanding a field house with a six-lane track and been built directly under a new apart- the range of books, computers, and three athletic courts, locker rooms, ment building serving families and sen- other materials available for student offices, and childcare and reception ior citizens. Part of the idea is that it use. The day care center located at Newareas. The facility is used both by high will be easy for senior citizens to volun- York City's Julia Richman Complex school students and the broader com- teer in the elementary school located allows young mothers to leave their munity (Fanning/Howey a). directly under their apartment. A num- children in a high quality program The Medina School District and sev- ber of senior citizens are doing just while they attend school. They also eral community organizations are doingthat. learn how to be better parents because something both similar and unique. Another Dutch elementary school of the training offered by the program. The local hospital will lease a part of has just been built in Deventer, on the Students at St. Paul's City Academy the community center and supply staff, second story of a store in a commercial have access to excellent physical fitness equipment, and other resources. A new area. Part of the idea here is that it is equipment and facilities their school auditorium with an orchestra pit and asier for students to study real world might not otherwise be able to afford. seating for 1,200 is being constructed. examples in, for example, mathematics. Because the school shares space with a A local performing arts foundation has Students study percentages and deci- city recreation program, the recreation pledged $200,000 to help fund construc- mals and then visit some nearby shops center facilities are available for their tion, and will operate the auditorium where they can see how math is being students. (Fanning/Howey b). Co-location of this used in business. The school includes type means that tax funds are being an outside play area and gymnasium. A THIRD MAJOR BENEFIT of co-location stretched and spent in a much more Aurora Charter School in Edmonton, is that it allows a community to offer efficient manner. This is good news for Alberta, illustrates another example of programs, facilities, and services that ittaxpayers, as well as those responsible the co-location idea. This school is might otherwise not be able to afford. for administering tax funds. housed in a multi-story building owned The northwestern Minnesota communi- by a local hospital. Some of the hospi- ty of Perham created a marvelous com- A FOURTH MAJOR BENEFIT of shared tal's programs are located in the build- munity recreation building, open from facilities is that it creates more time foring. Sharing space allows students to early in the morning until late at night. families to spend together. A number of easily learn more about careers in medi- Neither the city, the school district, nor "work site" public schools, such as thosecine, as well as to discuss health and sci- local businesses could afford to con- in Miami, Des Moines and St. Paul, are ence issues with hospital professionals. struct, maintain, or operate the center open to workers in the immediate area. In June 1998, the U. S. Department by themselves. But by working togeth- So, for example, many families whose of Education convened educators, facili- er, they can. The story is the same in children attend the Downtown ties planners, architects, government Northfield, Minnesota. The Northfield Kindergarten located in a St. Paul officials, and interested citizens to dis- Community Resource Center is the bank, or the school at the Miami-Dade cuss the idea of community schools. product of collaboration among five airport, drive to and from work with This group developed six key princi- organizations, including the city, local their children, have daily contact with ples, that should be a part of designing school district, senior citizens program, their child's teachers, and sometimes new schools. They suggested communi- and two anti-poverty agencies. Togetherhave lunch with them. This permits ties should design schools that they were able to create and operate more time for parents to spend with a marvelous, state of the art center their children, something many busy enhance teaching and learning and that none of the groups could afford families appreciate. accommodate the needs of all learners, by itself. 18 19 I I

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serve as centers of the community, Since 1989, the Children's Aid Making schools "true centers of the Society has worked with New York City community seems to make a lot of result from a planning/design schools to create a few school-communi- sense. It avoids costly duplication process involving all stakeholders, ty centers. The results have been very of facilities and structures, it provide for health, safety, and encouragingincreased student allows underused schools to be security, achievement, better attendance, and a used many more hours per day and make effective use of all available much closer, more positive working year." resources, relationship between the schools and allow for flexibility and adapt- families they serve. This experience led ability to changing needs. Phillip Coltoff, Executive Director of (U.S. Department of Education) the Children's Aid Society, to write, "It is absolutely possible to radically transform our schools into powerful 20 21 SUMMARY OF RESEARCH ON SMALL SCHOOLS AND SHARED FACILITIES

institutions that offer children, their community schools (which also provide The next section offers brief case families, and entire communities true other community services), can save studies of schools carrying out these hope for a better future" (Coltoff, p. 7). local taxpayers significant sums of principles of small school size and/or A thoughtful report from the North money, reduce depletion of limited nat- shared-co-located facilities. The case Carolina Department of Public ural resources, and limit sprawl." The studies include both district run public Instruction summarizes experience report does not say sharing facilities is schools and charter public schools. We with shared facilities: Making schools easy: "When conflicts arise (and they know enough to do much better. We "true centers of the community seems will) each agency must be willing to hope the following examples will to make a lot of sense. It avoids costly work together ... to solve conflicts or encourage and assist people who want duplication of facilities and structures, problems ..." (North Carolina, p. 24). to make a difference for students and it allows underused schools to be used However, as that report, and the follow-their families. many more hours per day and year" ing case studies show, conflicts can be (North Carolina, p. 24). overcome. Families and students will The report concludes, "true benefit.

R11a"-

20a and 20b: A school in Deventer, Netherlands, is built on the second story of shops in a commercial area. 21a and 21b: A school in the Dutch city of Vleuten is built underneath an apartment complex, helping promote contacts among students, parents, and senior citizens who live above the school.

21 2 (1.4 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

REFERENCES Decker, Larry E., and Joseph Ringers, Jr. 1995. Lindsay, P. Spring 1982. "The Effect of High School Community Centers: Guidelines for School Size on Student Participation, Satisfaction, Interagency Planners. University of Virginia: and Attendance." Educational Evaluation and Agron, Joe. 2001. "Building for the Boom," Mid-Atlantic Center for Community Education. Policy Analysis, 4(1), 57-65. American School and University (May 1). Dryfoos, Joy G. 1994. Full Service Schools. San Maeroff, Gene. 1998, February. Altered Lives. Barker, R. G., and P. V. Gump. 1964. Big Francisco: Jossey-Bass Publishers. New York: St. Martins Press. School, Small School. Stanford, Calif.: Stanford University Press. Dryfoos, Joy G. October 2000. "Evaluation of North Carolina Department of Public Community Schools: Findings to Date." Carnegie Instruction. November 2000. "Making Current Barr, Robert D., and William H. Parrett. 1997. Corporation. New York. Trends in School Design Feasible," Raleigh: How to Create Alternative, Magnet and Charter Division of School Support School Planning. Schools that Work. Bloomington, Ind: National Duke, Daniel and Trautvetter, Sara. March Education Service. 2001. "Reducing the Negative Effects of Large Pittman, R. B. & P. Haughwout. 1987, Winter. Schools." Washington, D.C.: National Clearing- "Influence of High School Size on Dropout Rate." Beaumont, Constance E. and Elizabeth Pianca. house for Educational Facilities. Educational Evaluation and Policy Analysis, 9(4), 2000. Historic Neighborhood Schools in the Age of 337-343. Sprawl: Why Johnny Can't Walk to School. Eckman, John M. & Howley, Craig B. 1997 Washington, D.C.: National Trust for Historic "Sustainable Small Schools." Charleston, West Raywid, Mary Anne. January, 1999. "Current Preservation. Virginia. ERIC Clearinghouse on Rural Education Literature on Small Schools." Charleston, West Va. and Small Schools. ERIC Clearinghouse on Rural Education and Small Bickel, Robert and Craig B. Howley. 2000. Schools. When It Comes to Schooling ... Small Works. Fanning/Howey Associates, Inc. "Medina High Washington, D. C.: Rural School and Community School" n.d. Celina, Ohio: Author. Raywid, Mary Anne. 1996, April. "Taking Stock: The Movement to Create Mini-Schools, Schools- Trust Policy Program. Fanning/Howey Associates, Inc., `Twinsburg Within-School, and Separate Small Schools." New High School/Fitness Center," n.d. Celina, Ohio: Borden, Rebecca. 2000. "Museum Schools: A York. ERIC Clearinghouse on Urban Education. New Approach to Education." Virginia Association Author. Smith, G.R., T. B. Gregory, and R. C. Pugh. of Museums, Quarterly News Magazine (Summer). Gamoran, R.A. 1996 "Student achievement in 1981, April. "Meeting students' needs: Evidence of public magnet, public comprehensive and private Bryk, Anthony S. 1994. Fall, 1994. "Issues in the superiority of alternative schools." Phi Delta city high schools." Educational Evaluation and Restructuring Schools." Commentaries-Different Kappan, 62, 561-564. Perspectives on the Lee and Smith Study, pgs. 6-7. Policy Analysis, 18 (1), 1-18. Stiefel, L., P. Latarola, N. Fruchter, and R. Center on Organization and restructuring of Gottfredson, D. 1985. "School Size and School Berne. 1998. "The Effects of Size of Student Body Schools, School of Education, University of Disorder." Report No. 360. Baltimore: Center for on School Costs and Performance in New York City Wisconsin-Madison. the Social Organization of Schools. High Schools." New York: Institute for Education Bryk, A .S., and M. E. Driscoll. 1988. "The Hare, Debra and Heap, James. 2001. Effective and Social Policy, New York University. School as Community: Theoretical Foundations, Teacher Recruitment and Retention Strategies in the Taylor, Matthew D. and Lisa Snell. December Contextual Influences, and Consequences for Midwest: Who Is Making Use of Them, Oak Brook, 2000. "Innovative School Facility Partnerships: Students and Teachers." Madison, Wise: The Illinois: North Central Regional Educational Downtown, Airport and Retail Space," Los Angeles: University of Wisconsin, National Center on Laboratory. Effective Secondary Schools. Reason Public Policy Institute. Institute for Educational Leadership. 1994. U. S. Department of Education. April 2000. Bryk, A. S., V.E. Lee, and P. B. Holland. 1993. Linking Schools with Health and Social Services. "Schools as Centers of Community: A Citizens' Catholic Schools and the Common Good. Washington, D. C. Cambridge, Mass.: Harvard University Press. Guide for Planning and Design," Washington, D. C.: Joravsky, Ben. August 2000. From Dream to Author. Burke, A. M. May 1987. "Making a Big School Reality, Three Chicago Small Schools. Chicago. Was ley, Patricia, Michelle Fine, Sherry King, Smaller: The School-Within-a-School Arrangement Small Schools Coalition. for Middle Level Schools." Linda Powell, Nicole Holland, Robert Matt Lee, V. E., & J. B. Smith "Effects of School Gladden, and Esther Mosak. 2000. Small Schools: Coltoff, Phillip. October, 1997. Children's Aid Restructuring on the Achievement and Great Strides. New York City: Bank Street College. Society, Building a C'ommunity School, New York: Engagement of Middle-School Students." Sociology West, P. 1996, June 19. "Career academies Author. of Education, 66(3), 164-187. appear to benefit students and teachers," Cotton, K. 1996. "Affective and Social Benefits Lee, V. E., J. B. Smith, & R. G. Croninger, Education Week, p. 15. of Small-scale Schooling," ERIC Digest, Charleston, "Understanding High School Restructuring Effects West Va., Clearinghouse on Rural Education and on the Equitable Distribution of Learning Small Schools. Mathematics and Science." Madison, Wisc.: University of Wisconsin, Center on Organization and Restructuring Schools.

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411 a / 0.1 t it SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

Academy Walking into the school, you might was originally housed in four bays in a see students building a model of the small shopping center. As one staff per- Charter School Parthenon with Lego blocks or rehears- son explained, "parents did everything ing a play, loosely based on classic you can imagine to get that space ready CASTLE ROCK, COLORADO Greek plays, that they have written for kids." They painted, hung dry wall, about ancient Greece. Among other laid carpets, and built walls. But the From the outside, it looks like a instructional practices, students use shopping center was near railroad store in a small one-story shop- some of the latest compact discs to tracks, and the school's interior spaces ping mall. From the outside, it's study history, geography, and were not connected. So parents and fac- almost impossible to imagine what's mathematics. ulty found and rehabbed the current happening inside. But a great deal is The school combines innovative home. The school is now constructing happening inside. The Colorado teaching techniques with some conser- another home, to be called The Lifelong Department of Education has named vative ideas about curricula. Parents Learning Center, which will house Academy Charter School one of the and teachers believe in using a bal- Academy Charter and, in the future, a state's outstanding public schools, anced language arts program to teach high school and college. based on significant improvements in students to read. There are periodic student achievement. Open to all kinds spelling bees, and students are expect- IMPACT ON STUDENTS. As measured by of students, Academy was started in ed to act respectfully toward each other Iowa Tests of Basic Skills, academic September 1993 by a group of parents and the faculty. The school also uses achievement has shown steady who were not satisfied with the pro- the Core Knowledge Curriculum devel- improvement and the Douglas County grams available in their suburban/rural oped by E. D. Hirsch. The Lego blocks School Board has renewed the school's district. and plays written by students are just contract. Academy Charter School also two examples of the eclectic approach has been selected as a Colorado School KEY EDUCATIONAL FEATURES. The used at Academy. One staff member of Excellence by the Colorado State school's 419 students, enrolled in describes the programmatic approach Department of Education. grades K through 8, reflect the range ofas "pragmatic education." academic abilities, from disabled to FOR MORE INFORMATION. Contact gifted. About 14 percent of the students KEY ARCHITECTURAL FEATURES. The Kindra Whitmyre-Nelson, Dean of have some form of disability. In fact, school is located in Castle Rock, a com- Elementary, or Brad Bylsma, Dean of some have been classified as both munity about 25 miles south of Denver, Middle School, Academy Charter handicapped and gifted. in a rapidly growing area between School, 809 N. Park Street, Castle Denver and Colorado Springs. Academy Rock, Colo. 80104; (303) 660-4881.

24a: Named by Colorado's State Department of Education as one of the state's outstanding public schools, Academy Charter School uses a former grocery store as its home.

24 SCHOOL CASE STUDIES

Academy of the zr; , Pacific Rim Charter School

BOSTON, MASSACHUSETTS 'N magine an inner city public school, open to all, which uses the best ideas of the Asian and Western education systems. Every class starts and ends with students (grades 6 through 10) and teachers standing and thanking each other for their efforts.

KEY EDUCATIONAL FEATURES. Every day the Academy of the Pacific Rim begins with an opening ceremony featuring student skits, announcements, and presentation of the gambatte award. : The Japanese use this term, which ,,, translates as "persist, keep going," to end conversations in much the same way Americans say "see you later" or "take care." The award is presented to a student in recognition of his or her hard work. Students attend school from 8:05 a.m. to 4:10 p.m., 210 days per year. (The typical school year in the Boston Public School system is 180 days.) Each teacher has two prep hours a day, a computer, and a telephone with a MII private extension. Each faculty member advises six to eight students. The faculty also sends weekly student progress literature of many cultures. For exam- 25a: Academy of the Pacific Rim shares reports home to parents. Students in ple, eighth graders read Shakespeare's space with several businesses in a former grades 7 and higher study Mandarin. Macbeth and Maya Angelou's I Know carriage factory that is over 100 years old. Academy teachers also apply the Why the Caged Bird Sings. Ninth 25b: Students study martial arts to become best American ideas about active, graders read plays such as Othello and more physically fit and develop stronger self- discipline. 25c: Each teacher has a desk with "hands-on" learning. When eighth books such as The Autobiography of computer and phone, reflecting the school's graders study the Constitution, each Malcolm X and Anne Frank's Diary of a emphasis on treating faculty as respected Young Girl. student researches a person at the professionals. Constitutional Convention and reenacts The academy serves 243 students that person's role, while wearing a cos- and is growing by about 60 students tume of the era. Sixth grade math stu- per year. In two years it will expand to dents practice decimals and percentagesinclude grades 11 and 12, yet still as they create restaurant menus. The enroll less than 400 students. Half of curriculum is diverse, incorporating the the students are from low-income 2 6 25 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

families and more than 75 percent are Alha High School environment in which each student is "students of color"primarily African known well by at least some of the American. staff. The faculty has created many The faculty is rewarded financially PORTLAND, OREGON partnerships with business and com- when students make academic munity groups, making it possible for progress. Academy of the Pacific Rim This award-winning school shows each student to work in the community. uses the budget and personnel flexibili- how architects, educators, and Most students spend three hours a day ty that comes from being a charter community groups can work in school programs and three hours in school to develop these incentives, together to create highly effective edu- work-related activities. along with its innovative program. But cation for youngsters with whom tradi- Alpha's philosophy encourages schools don't have to be charters to tional large schools have failed. Alpha young people to prepare for the world learn from this powerful program. High School serves 150 students in of work and become involved citizens. grades 9 through 12 and has been in The faculty has found that these stu- KEY ARCHITECTURAL FEATURES. The operation for 20 years. In 1999 the dents learn best through active, hands- school's building, constructed in the school moved into a new 16,000-square- on experiences. Every student exam- 1880s, originally was a carriage factory. foot building. ines several possible careers through Stairways feature quotations urging classroom study and then by observa- KEY EDUCATIONAL FEATURES. The students to make the most of their tion at community sites. Gradually, skills, talents, and energy. The buildingschool's small size helps create a family houses several other businesses.

IMPACT ON STUDENTS. Despite being open to a cross section of students, academy students score among the highest on required statewide tests of any Boston public school. In fact, the students score higher on these tests than any school except a couple of Boston public schools at which students must score very well on an entrance exam to be admitted. The school also has an excellent record of retaining students, with a far lower mobility rate than most Boston public schools.

FOR MORE INFORMATION. Contact Spencer Blasdale, Director, Academy of the Pacific Rim, 617-361-0050, One Westinghouse Plaza, Hyde Park, Mass. 02136; see www.pacrim.org.

26 27 SCHOOL CASE STUDIES

students pick a career on which to prepare portfolios showing their work, 26a and 27a: Alpha's award-winning build- focus and develop the skills needed to and each student meets weekly with a ing allows the school to share space with succeed in this field. The school also teacher to review progress. several community groups, adding learning has an extensive service learning com- opportunities for its students. ponent that allows students to work KEY ARCHITECTURAL FEATURES. The with various community agencies, help- building has received a number of hon- ing with young children, senior citi- ors, including the AIA National Honor zens, local government and other Award in 1999, and a Certificate of groups. Alpha's faculty regards assist- Excellence and an "Outstanding Design ing young people as they explore possi- Award" from American School and ble careers and learn how to make a University magazine. The building has difference for others as a vital part of several unusual features, including: the program. movable walls, allowing faculty to Students' progress is monitored reg- change the size of the rooms; ularly. Each student has an individual education evaluation, a learning plan, mobile storage cabinets, teacher and the opportunity to select job sites stations, student project lockers, for exploration and study. Students tables, computer cards and desks; and

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a location adjacent to a light-rail has had a 95 percent graduation rate 28a: Some of Alpha's walls are movable, giving faculty and students valuable station and bus transit, making it over the last several years and a 78 flexibility. easily accessible via mass transit. percent retention rate while working with students considered "at risk." The The building functions as a shared school's 78 percent retention rate com- facility, with college courses offered in pares very favorably to the 70 to 72 the evening, meeting space used by percent retention rate for Portland met- community members, and a state-fund- ropolitan area high schools. ed community employment center located in the building. FOR MORE INFORMATION. Contact Principal, Alpha High School, 876 NE IMPACT ON STUDENTS. One hundred 8th Street, Gresham, Oregon. 97030; percent of the class of 2000 graduated. (503) 262-4050, or visit w w w.stateo fore- Ninety-seven percent of the students gon. corn I gresham I alpha_high_school. are employed upon graduation. Alpha 28 29 SCHOOL CASE STUDIES

Arizona Agribusiness The Center's faculty includes certi- KEY ARCHITECTURAL FEATURES. fied public school teachers and commu- Although the school's headquarters are and Equine Center nity college instructors. The school spe- located in a building at the edge of the cializes in applied sciences, mathemat- college, students use all of the college's PHOENIX, ARIZONA ics, and agricultural fields. Students facilities, including classrooms, labs, take classes at the college, participate libraries, computers, and fitness center. 66 t's important. And it's real." in internships, and often go on field The college library also serves the That's how one teacher trips to extend their knowledge and neighboring community. The communi- describes experiments high learning. The Center enrolls about 120 ty college uses the school's classrooms school students are doing at the students in grades 9 through 12. Its in the evening and on Saturdays. The Arizona Agribusiness and Equine student body is more racially diverse community college president says he Center in Phoenix. This public charter than the local school district. The would encourage other colleges to high school shares space with South school has opened a second program, develop similar partnerships: "It's pro- Mountain Community College. Part of which also is located on the campus of vided great benefits to our students." of the idea of co-location is sharing a community college. facilities, including science labs, with the college. And part is to encourage students to excel and understand how they can improve the world.

KEY EDUCATIONAL FEATURES. Recently, some of the center's students tried to reduce or eliminate the number of insects attracted to the Madagascar Periwinkle plant. By injecting bacteria into the plant's roots, students found that after four weeks the plants would be 100 percent free of a common Arizona insect, the whitefly. These bacteria, which keep insects away, don't appear to have any detrimental effects. Untreated plants were infected with the flies after four weeks in the same growing environment. Who cares? Periwinkle is a beautiful 29a and 29b: The Arizona Agribusiness and little plant that grows throughout Equine center shares space with South ArizOna. But in addition to beauty, the Mountain Conununity College. This gives plant provides chemicals that help the school's students access to college -r treat leukemia. Keeping insects away facilities, including a fitness center and allows the plants to grow stronger. lounge areas. The students also can take Such important lessons can come from courses from college faculty. working with little plants, growing qui- etly on a shelf. But student work is attracting a good deal of attention. Some of the school's students have earned an Associate of Arts degree from the community college shortly before they graduated from high school.

29 30 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

30a: Murals and other art on the AAEC IMPACT ON STUDENTS. Stanford 9 Test courses as part of their high school and South Mountain Community College scores, required by the state, show that experience. campus reflect themes of the Southwest. the Center's students score well above both county and national averages in FOR FURTHER INFORMATION. Contact reading, mathematics, and language in Don Krug, Principal, Arizona grades 9 through 11. Even though thereAgribusiness and Equine Center, South is no admission test to the school, many Mountain Community College, of its students are taking college Phoenix, Ariz. 85040; (602) 243-8004.

30 3 1 SCHOOL CASE STUDIES

oston Arts Academy ant, Fenway High School

BOSTON, MASSACHUSETTS

Take an old industrial building directly across the street from Fenway Park, Boston's historic baseball field. Give teachers the opportunity to create new public high schools. The result is a building with two popular, distinctive public high schoolsthe Boston Arts Academy and Fenway High School.

BOSTON ARTS ACADEMY

KEY EDUCATIONAL FEATURES. Boston Arts Academy opened in September 1998 and serves about 400 students (grades 9 through 12) who were selected via application and auditions. The school is a collaboration between the Boston Public Schools and six inter- nationally known institutions specializ- ing in visual arts, performing arts, and architecture. The school day is longer Monday through Thursday, which allows the academy to dismiss students at noon every Friday to participate in weekly in-service work. Many of the academy's students are planning to be artists and will need to know how to write a successful grant proposal. In the spring of 2000, students wrote proposals, some of which were funded with grants the school has received. Of the 50 seniors who submit- ted proposals, 20 were funded.

FENWAY HIGH SCHOOL

KEY EDUCATIONAL FEATURES. Founded in 1983, Fenway is now in its 18th year. It is one of the pioneers of the small schools movement. Named one of the first "New American High Schools" by the U.S. Department of Education,

31 32 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

31a: (previous page) The two schools are 10,uffalo housed in a building across the street from Se King Center Boston's Fenway Field. 31b: (previous page) Student artwork is featured throughout the building. 32a: Sharing space with the BUFFALO, NEW YORK Boston Symphony Teacher Resource Center brings students together with community church closes in a run down, residents. low-income area of the city. It's a beautiful place with a 100-foot-high ceiling and stained glass windows. The church was completed more than 100 years ago and has served generations of parishioners, but they have died or moved to the sub- it has been designated as an "exem- Boston arts organizations. The build- urbs. No congregation wants it. What plar" by the Coalition of Essential ing's library is shared with both schools to do? In Buffalo, New York, the answer Schools. Fenway High School enrolls and with the Boston Symphony Teacheris to create a charter school for elemen- 300 students (55 percent African Resource Center, thus allowing it to be tary students. The award-winning King American, 20 percent Hispanic, 20 per- open longer hours, including every Center is the product of creativity and cent Caucasian and 5 percent Asian) in Saturday. The library is open to 6 p.m. commitment. grades 9 through 12. three evenings a week and every Fenway uses an advisory system, so Saturday morning. KEY EDUCATIONAL FEATURES. Eighty each student is known well by at least students in grades K through 4 one faculty member. Each faculty mem- IMPACT ON STUDENTS. Both schools are currently attend the school. Designed ber has about 20 advisees, with whom strong advocates for assessing students'by experienced inner city public school they meet several times a week. Many performance in various ways, including teachers and administrators, the of the students have the same advisor classroom-based diagnostics, portfolios, school's program features extensive for 3 to 4 years. Students are grouped exhibitions, standardized tests, work hands-on learning with both book and into learning families called houses. internships, integrated projects, and computer-based materials. The school Fenway requires stUdents to demon- college acceptance. Surveys of employ- plans to increase the number of stu- strate business skill and knowledge ers show that Fenway students are dents in the next few years. Partners in prior to graduation. About 90 communi-very good on the job and great team the school include the Teacher Prep- ty members come into the school twice players. Eighty-five percent of Fenway's aration Programs at Houghton College, a year to help judge student projects students come in at ninth grade failing State University of New York at and tell the students how well they are state and nationally normed standard- Buffalo, Buffalo State College, and the doing compared to "real world" expecta- ized test. Four years later, 80 to 85 per- State University of New York at tions. An internship with a community cent from Fenway enter college. About Fredonia. agency or business is required for grad- 90 percent of the Boston Arts Academy's first class went to college. KEY ARCHITECTURAL FEATURES. The uation. Fenway collaborates with com- school operates in the sanctuary of the munity agencies, business, colleges, FOR FURTHER INFORMATION. Contact former church, which opened in the foundations, and organizations such as Larry Myatt, Director, Fenway High 1880s. The pews have been removed to the Boston Museum of Science, a chain School, 174 Ipswich Street, Boston create classrooms. Students can look up of pharmacies, and Harvard Medical Mass. 02215; (617) 635-9911; www.fen- and see the high ceiling and stained School to extend learning beyond the way.boston.k12.ma.us. Contact Linda glass windows. The Yale University school classroom. Nathan, Headmaster, Boston Arts Bush Center in Child Development and KEY ARCHITECTURAL FEATURES. The Academy, 174 Ipswich Street, Boston, Social Policy designated the King schools are located in an old, former Mass. 02215; (617) 635-6470; Center New York's first "School of the industrial building near many major http:/ /artsacad.boston.k12.ma.us/. 21st Century" in recognition of the 32 33 SCHOOL CASE STUDIES

extensive collaborative efforts of the college students. Prospective teachers Development of the King Center has program and its efforts to help children sitting in the tech room can watch and helped stimulate other neighborhood in all areas of development. The build- listen to students and their teacher in improvements. For example, a building, ing was also awarded a Silver Citation the school, without being physically pres- adjacent to the church that was a crack in the American School & University ent in the classroom. house and house of prostitution has Educational Interiors Showcase. Called a Visual Learning Collabo- been transformed into a health center. Each classroom is equipped with a tory, this classroom is connected via fiber video camera and microphone. It's possi- optic cable with the University of IMPACT ON STUDENTS. The 2000-2001 ble for people not in the classroom to Buffalo, Buffalo State, Fredonia and academic year is the school's first year observe the teacher and students. In the Houghton. Pictures and sound from King of operation, so data is not yet available area where the altar once stood, a new Center classrooms can be sent via cable about student growth. enclosed classroom has been created for to classes being held on these campuses.

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33 3 4 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

33a: (previous page) The stained glass win- FOR FURTHER INFORMATION. Contact Campus Magnet dows and high ceilings add an unusual Dr. Claity Massey, Director, King beauty to the King Center's Interior 34a and Urban Life Center, 938 Genesee Street, Schools 34b: The King Center's bright classrooms Buffalo, N.Y. 14211; (716) 891-7912. sparkle in the more than 100-year-old build- www.kingurbanlifecenter.org. QUEENS, NEW YORK ing, which formerly was a church. ndrew Jackson High School in Queens, New York City, had erved 2,000 plus students a year since the mid-1930s. By the early 1990s, however, the school was suffer- ing from classic urban problemsa high dropout rate, low test scores, and frequent disciplinary incidents. Educators, parents, and community leaders developed a solution that has produced many positive benefitsthe Campus Magnet Schools, a complex of four, discreet small schools located on 00c. 00* fr a single site.

KEY EDUCATIONAL FEATURES. In September 1994, freshman and sopho- mores at the high school were given the opportunity to choose among the four new schools, which included Business, Computer Applications, and Entrepreneurship; Humanities and the Arts; Law, Government, and Community Service; and Mathematics, Science, Research, and Technology.

Today, each school enrolls about 525 students in grades 9 through 12. Each school has a distinct philosophy and offers unique programs. Students spend most of their time taking courses in their home school, but may take special- ized courses at the other schools. For example, students from several of the schools are enrolled in a dance class at the Humanities and the Arts School. Other students are taking a virtual enterprise business class in the Bus- iness and Computer School. Each school

34 35 SCHOOL CASE STUDIES

benefits from partnerships with individ- one set of New York City school district FOR FURTHER INFORMATION. Contact uals, groups, and community-based sports teams, which represent all stu- Eileen Davis-Jerome, Principal, organizations that focus on their special- dents at the Campus Magnets. The Humanities and the Arts, (718) 978- ties. A former judge, for example, donat- 1999 4-by-200-meter indoor relay team 2135; Andrea Holt, Principal, ed many law books to the Law, Govern- was named All American because of its Mathematics, Science, Research and ment, and Community Service School. outstanding record. Technology, (718) 978-1837; Milton Lipitz, Principal, Business, Computer KEY ARCHITECTURAL FEATURES. The IMPACT ON STUDENTS. Creating four Applications, and Entrepreneurship, four schools are located in a large facili- small, distinct schools of choice has had (718) 978-2807; and Carole Kelly, ty that has been serving students for positive results. School officials report Principal, Law, Government, and 62 years. One library serves all the that in every major way the city meas- Community Service, (718) 978-6432. schools, acquiring publications centered ures schools, there has been progress The mailing address for each school is on the key interests of each. The four since converting from one large school 207-01 116 Avenue, Cambria Heights, schools occupy separate sections of the to four smaller schools. Attendance, Queens, N.Y. 11411. building and have distinctive class- achievement, and graduation rates rooms that reflect their specialties. For have all improved. Suspensions, disci- example, a raised judge's desk and jury pline problems, referrals to special edu- box occupy a classroom in the Law, cation, and dropout rates have Government, and Community Service declined. The Magnet Schools are being School. The Humanities and the Arts viewed as models for a number of large School features well designed electronic New York City high schools as they and dance studios. The building has begin to restructure.

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is is. bi 35a and 35b: Campus Magnet shows how a large building can be modified to house four small schools. Each of the schools has distinctive rooms that reflect its focus, such as the mock courtroom in the Law, Govern- ment and Community Service High School.

35 36 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

City Academy facilities. City Academy has achieved graduate. It is heavily individualized an enviable record of serving students and allows students to move at their with challenging backgrounds. It also isown pace. It also offers rewards and ST. PAUL, MINNESOTA the nation's first charter public school. connections. Students who work hard Both U.S. Secretary of Education have the opportunity to obtain intern- Located in what was, and Richard Riley and President Bill ships and apprenticeships with various remains, a community recreation Clinton came to City Academy to praise construction trades. Thus, students center, City Academy has its program, students, and educators. learn important career skills as they achieved national recognition. City improve their basic academic skills in Academy is a classic example of the KEY EDUCATIONAL FEATURES. The math and reading. value of a school sharing space with program is based on competencies another organizationin this case a all students must demonstrate certain recreation center with excellent skills and knowledge in order to

36 37 SCHOOL CASE STUDIES

KEY ARCHITECTURAL FEATURES. For The WPA constructed a recreation (i.e., school time) and agreed to pay a many years, the city of St. Paul has con- center and located it in a low-income modest amount of rent. The city structed and operated recreation cen- area on the city's East Side in 1940. In agreed, figuring this was a win-win ters in various neighborhoods around 1992, the city permitted several educa- situation. the city. Typically these facilities tors to create a new public school for include a field house with a basketball about 100 secondary school students in IMPACT ON STUDENTS. City Academy court, craft studios or classrooms, and a the center. The center's three-story students are all either former drop outs large field with space for football in the facility and outside athletic field had or students who had been told to leave fall and hockey in the winter. Young not previously been used during school large traditional schools. In other people generally use these recreation time. The founders proposed to use the words, these young people are not just centers after school, in the evenings, on facilities from Monday through Friday, "at risk," they have experienced signifi- weekends, and during vacations. during the morning and early afternooncant problems in their lives. Neverthe- less, the school has produced dramatic improvements in the students' skills, knowledge, attitude, and behaviors. For

41k example, for every year the average student attends City Academy, her or his scores on standardized tests - improve two years. More than 90 percent of City Academy's graduates have continued their education beyond high school. Some graduates return to talk with current students, and one City Academy graduate joined the school's faculty.

FOR FURTHER INFORMATION. Contact Director, City Academy, 958 Jessie St. Paul, Minn. 55101; (651) 298-4624. www.cityacademy.org. tf4 (Le. , <1.

36a, 37a, and 37b: City Academy, the nation's first charter school, shares facilities with a recreation center. Serving students with challenging backgrounds, City Academy has a highly individualized curriculum that rewards students who make progress in their apprenticeships.

37 SMALLEI?, SAFER, SANER, SUCCESSFUL SCHOOLS

Clark Montessori on one subject. During inter-session libraries instead of a school library. trips students have visited Appal- Active, hands-on learning. The jun- achia and historical sites of the civil ior high school has a steel drum CINCINNATI, OHIO rights movement in southeastern band that has received a great deal United States and lived with Hopi of recognition, including playing at Maria Montessori's philosophy Indians in the Southwest. Each year has inspired many parents the New Orleans Jazz and Her- the junior high school travels to itage Festival and many events in and early childhood educators Andros Island in the Bahamas to do to start nursery and elementary schools the Cincinnati metropolitan area. research on marine biology. Stud- The band has produced a CD that based on her ideas. The Cincinnati ents hold fundraisers and the school Public Schools, however, has created it sells to raise money for field donates the equivalent of one trips and other projects. one of the nation's first Montessori pub- teacher's salary. Depending on their lic middle schools and the nation's first family income, students pay a fee Major project. Each senior chooses public Montessori high school. Housed based on a sliding scale. a major year-long project and together, the two schools have achieved presents it in May. considerable success. About 300 stu- Extensive use of community experts Extensive opportunity for students to dents attend the junior high school and and resources. A local psychologist, assess their work. While the teachers about 250 attend the high school. for example, helped students research challenges teenagers face. make the final decision, they help KEY EDUCATIONAL FEATURES. The students were asked to present students look carefully, honestly, and Montessori philosophy is central to the this research at a national confer- critically at their own work. schools' vision, philosophy, and the way ence in Chicago. About 50 percent of the students come learning and teaching occurs in the Community service. Students must from low-income families. The faculty schools. The goal is for students to perform at least 200 hours of com- describes the student body, which is become happy, healthy, productive munity service over their four years approximately 50 percent African adults who contribute to society. in high school with a minimum of American and 50 percent white, as The key elements of the school's 50 hours per year. This exercise "very representative of Cincinnati." program are teaches students to live in a com- The complete range of academic skills Extensive use of the outdoors. Twice munity, to negotiate, and to identify is represented. Although any student a year the high school has a two- where they fit in the world. may attend the schools, priority is week-long inter-session that focuses Libraries. Students use public given to previous Montessori students.

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KEY ARCHITECTURAL FEATURES. The part of their admissions process. The 39a and 39b: Clark Montessori shows that two schools share a large Cincinnati Montessori schools also see the ways in well designed, hands-on projects help public school that had been closed which students learn to live and work improve student achievenzent and develop a because the district did not need the together as key indicators of success. The sense of pride among youngsters. The space. Areas have been set aside in the faculty regards the continuing success of school's steel drum band is uery popular and has produced a CD that it sells to raise halls as places where students can sit the year-end eighth grade trip as a sign money for field trips and other projects. and talk with each other. Although that they are doing well. During the 10- each student has a locker, most of the day trip, 50 students travel together, students don't use locks. Students study marine biology, plan budgets, keep report that theft is not a problem. journals, and sketch.

IMPACT ON STUDENTS. Student scores on FOR FURTHER INFORMATION. Contact standardized tests are well above the Marta Donahoe, Team Leader, or Tom average in the Cincinnati and above Rothwell, Principal, Clark Montessori, national averages. Test scores are close 3030 Erie Avenue, Cincinnati, Ohio to those produced at Cincinnati schools 45208-2406; (513) 533-7380. that use challenging written tests as http:/ /clark.cpsboe.k12.oh.us. 39 4 0 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

Frederick Douglass lovestudents wear uniforms and Princeton, Penn State, Cornell, expectations are high. The school's goal Georgetown, Middlebury, Carnegie Ac a 41 emy is to "provide a rich, vigorous, and chal- Mellon, and the University of Mich- lenging academic curriculum that will igan. One student decided to enter the HARLEM, NEW YORK CITY enable our students to enter the college military. The students received more of their choice." The school is not just than $5 million in scholarship offers. Frederick Douglas Academy is named for Frederick Douglass; it Douglass teachers acknowledge located on the northern end of embodies his resolution. The school's societal problems. But challenges are Harlem in New York City. motto"With-out struggle, there is no not excuses. They believe, and the Approximately 90 percent of the stu- progress"which appears at its front school's record show, that hard work, dents graduate within four years of entrance, comes from one of his speech- creativity, encouragement, and expecta- entering, compared to a city-wide aver- es. Douglass's picture is featured tions produce success. age of about 50 percent. Open to all throughout the building. students, Frederick Douglass Academy Beginning with the sixth grade, the FOR FURTHER INFORMATION. Contact and its founding principal have been school is committed to preparing its Dr. Gregory Hodge, Principal, featured on "60 Minutes." students for college. The college coun- Frederick Douglass Academy, 2581 seling office is open every day until Adam C. Powell, Jr. Blvd., New York, KEY EDUCATIONAL FEATURES. Frederick 4:00 p.m. and from noon to 4:00 p.m. N.Y. 10039; (212) 491-4107; Douglass Academy enrolls 1,100 stu- two Saturdays per month. The college www.fda.csd5.k12.ny.us. Douglass also dents in grades 6 through 12 Unlike counselor meets with seniors weekly to has been discussed in founding princi- some "exam high schools" in New York make sure they are following through pal Lorraine Monroe's book, Nothing's City, Douglass does not require stu- with the college admissions process. Impossible. (New York: Public Affairs dents to score well on a test to enroll. The school's attitude, as explained by Books, 1997). The school is a monument to tough the college counselor, is "We know our children can succeed. We work with them and their families to make sure it happens."

TT KEY ARCHITECTURAL FEATURES. The Douglass school building was once an elementary school. It would win no awards for outside beauty. It is located on the northern end of Harlem, in a low-income area. But inside, the school shines. You don't see paper or other debris on the floor, anywhere.

IMPACT ON STUDENTS. The school's students have a much higher passing rate on state Regents Examinations than the average New York City public school. In June, 1999, Frederick Douglass had 114 graduates. Of those, 113 went on to college, including

40 SCHOOL CASE STUDIES

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40a, 40b, 41a, and 41b: The spirit of hard work, high expectations, and persistence pervades Frederick Douglass Academy. Douglass' picture, bust, and quotations are found throughout the school. Students are taught to excel in traditional subjects like f Latin as well as to develop entrepreneurial skills through mini-businesses they create.

41 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

El Puente KEY EDUCATIONAL FEATURES. El Puente caring, mastery, and peace and justice. means "the bridge." Located near the Students take classes, participate in Academy for Brooklyn Bridge, the school intends to internships, and are involved in various Peace and Justice bridge the gap between where students forms of community action. For example, are and where they want to be. El some of El Puente's students helped cre- BROOKLYN, NEW YORK Puente was founded as a "New Vision" ate a multiracial coalition that success- school within the New York City Public fully convinced the city of New York to E1 Puente Academy for Peace and Schools. It was created by a community reconsider putting a large incinerator in Justice opened as a public school organization that focuses on improving their neighborhood. The incinerator in 1993 in a very low-income, conditions in the Williamsburg and would have had a negative impact on the racially diverse section of Brooklyn. The Bushwick communities, extremely low- air quality in the neighborhood, whose school's building houses a variety of com- income sections of North Brooklyn just residents already suffer from diseases munity development and service pro- across the Williamsburg Bridge from related to poverty and poor air quality. grams along with the school. The school Manhattan. Teachers combine class work with serves 146 students in grades 9 through El Puente's program is designed to community research. For example, 12. Located in an area where the large help students develop strong academic students studying biology tested the air high school (more than 2,000 students) skills and the ability to help quality in the school's neighborhood, had a graduation rate of less than 30 improve the world. Thewhile other students applied the princi- percent before it was shut down, school has four guid- ples of economics by comparing the El Puente's graduation rate is ing principles: quality and price of produce available more than 90 percent. creating commu- in neighborhood stores to that of stores nity, love and in more affluent neighborhoods. Students use artplays, murals, video and danceto help illustrate what they are learning. El Puente students have worked closely with the Puerto Rican Education and Legal Defense Fund, the Hispanic Federation of New York City, and the Congress for Puerto Rican Rights on issues such as housing, education, employment, and relationships between police and community members.

KEY ARCHITECTURAL FEATURES. The school is located in an old church building, which has been restored to house the school as well as act as community headquarters. El Puente organizes its space to include not only the academy but also a health and wellness clinic, career and guidance services, and a program to help community residents learn to speak English. El Puente sees its mis- sion as helping to solve community problems. The integration of educational, advocacy, health, arts, and guidance services is part of El Puente's strategy to serve its students and families.

42 4 3 SCHOOL CASE STUDIES

IMPACT ON STUDENTS. Graduation rates at El Puente average over 90 percent, well above New York City's average as well as the average of large neighborhood high schools. In addition, student achievement on statewide Regents Examinations is at the top of achievement standards for all schools. El Puente faculty are pleased and gratified by the academic gains their students have made, but they are equally gratified with the changes of attitude and behavior of many students. Young people have learned to use their energy and talent to help create better lives for themselves, their families, and the broader community.

FOR FURTHER INFORMATION. Contact Principal, El Puente Academy for Peace and Justice, 211 S. 4th Street, Brooklyn, N.Y. 11211; (718) 599-2895.

444-4.84,esii4A48,aujilu.1.4.:,* OM" .4.0i444 t.t,11 t#64 42a, 43a, and 43b: Housed in an abandoned coitus church building, El Puente Academy shares CO:4-'t&P space with several community groups. The a , building is a headquarters for learning and g atwaT community economic development. ag3 Ca.11(.1t6

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Julia Richman Richman Education Complex (JREC) Urban Academy, which emphasizes space. The school's faculty has been inquiry-based learning and uses Education Center invited to visit the White House to seminars, fielded trips, internships, honor its efforts. and university courses to prepare NEW YORK, NEW YORK students for the future; and KEY EDUCATIONAL FEATURES. The Vanguard High School, which helps People come from all over the schools include students become intellectually world to see what educators Ella Baker Elementary School, powerful, creative, and resourceful have done to the rejuvenated which provides a rigorous academic members of society. Julia Richman school building in New program for pre-kindergarten York City. Opened in 1923, the building through eighth grades; Three of the four high schools use a hosted a school for young women who system of performance assessment to P226M Junior High, which serves were being trained in clerical work. grade students, which contributes to autistic junior high school students Then it was turned into a large compre- their students' academic success. hensive school for more than 2,000 stu- by emphasizing learning through dents. By the mid-1990s, attendance arts and technology; KEY ARCHITECTURAL FEATURES. Each and graduation rates were so low the Manhattan International High s.chool has its own space in the building New York City Board of Education School for students who have lived and shares some common areas, such adopted a plan, proposed by the Coali- in the United States less than four as the library and auditorium. In addition of Essential Schools, to close the years; tion to the schools, several services large failing high school and create six share space in the building. These Talent Unlimited High School, which small schools of choice. Today six include the Mt. Sinai Student Health focuses on the performing arts; autonomous schools share the Julia Center, the Teen Parent Resource

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44a, 45a, and 45b: A large, formerly failing Center, and the Center for Inquiry in school has been replaced with six small, Teaching and Learning. The building successful schools, a health clinic and a day also houses First Steps, an infant care center Each school has its own space toddler program serving the children of within the building. Some areas, such as the high school students attending school library and auditorium, are cotnmon spaces in the building. The facility includes an used at various times by all the schools. observation room that is used for child development classes for students and daycare center workers from throughout New York City.

IMPACT ON STUDENTS. Graduation rates at the high schools are significantly better than the citywide average. Students at the schools have achieved considerable success in the world of and share information about its pro- work. The U.S. Department of gram of assessing student performance. Education has named Urban Academy a "New American High School," mean- FOR FURTHER INFORMATION. Contact ing the school is regarded as a national Ann Cook, Julia Richman Complex, 317 model. The Bill and Melinda Gates E. 67th Street, New York, N.Y. 10021; Foundation has awarded Urban Aca- (212) 570-5284. demy a grant to help further develop 4 6 45 SMALLER, SAFEI?, SANER, SUCCESSFUL SCHOOLS

Mesa Arts kme my music, dance, painting and other fields, IMPACT ON STUDENTS. In 2000, Mesa works along with the staff of the Boys Arts Academy scored first in the state and Girls Club. for increasing seventh grade scores, MESA, ARIZONA Students are asked to participate in fourth for increasing fourth grade various community service activities. scores, eighth for increasing fifth grade Educators and a Boys and Girls This includes older students tutoring scores, and thirtieth for increasing Club of the East Valley in a younger students to build stronger eighth grade scores. Overall, test scores low-income area of Mesa, skills and a greater sense of community. have increased over 30 percent in the Arizona, have created a unique last three years. In reading, the acade- partnershipa charter public school KEY ARCHITECTURAL FEATURES. Mesa my was first in the state for increasing serving about 180 students in grades Arts Academy students use the Boys fifth grade scores, and the fourth and K through 8 on the campus of the Boys and Girls Club's classrooms and facili- sixth grade scores were in the top 25 and Girls Club. Working together, ties, which include two gyms, computer percent. Using the Stanford 9 stan- they've created a school that ranks lab, art room, pre-school, and meeting dardized test for the last three years, among Arizona's best at improving rooms. The school also has erected sev- all four grades tested showed an student achievement. eral buildings behind the Mesa Boys increase in total scores when ranked and Girls Club to provide additional against students nationwide. They also KEY EDUCATIONAL FEATURES. Mesa Arts classroom space. Academy draws its racially diverse student body from the Mesa area, with more than half of its students coming from low-income, limited-English- speaking families who live near the school. Several gangs operate in the school's neighborhood and the school has worked with local community organizations to reduce their impact. The Arts Academy faculty believes 0 that active learningenhanced by dance, drama, music, and visual arts combined with focused instruction in academics will produce excellent results. The school's handbook explains, "Classes in the arts and multi-media are the heart of our Arts Academy. We believe all children are gifted and should be provided the opportunity to explore their talents in a safe environment that encourages personal growth." Student test scores support these ). r-- beliefsthe state ranks the school at tro the very top in terms of improving stu- 1 dent achievement. Mesa Arts Academy (44., employs a diverse faculty to teach its Atm. children. The faculty, which includes - certified teachers, art specialists oe c I (including professional artists) and sen- (0/ - /- ior citizens who bring expertise in y2 46 4 7 SCHOOL CASE STUDIES

showed an increase in total scores for grade equivalents. Of the students who attended the academy for three years and tested all three years, 79 percent showed increases on standardized tests in at least three of four key areas. This

includes students with special needs A whose scores often are excluded from overall school reports. 111._

FOR FURTHER INFORMATION. Contact Sue Douglas, Director, Mesa Arts Academy, 221 W. 6th Avenue, Mesa, Ariz. 85210; (480) 844-3965. www.clubzona.com/maa/.

46a and 47a: Young artists at work with their teachers. 48b: Mesa's main entrance.

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47 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

Minnesota Although Minnesota New Country area businesses have hired them to students must demonstrate various develop and maintain the businesses' New Country School skills and knowledge in order to gradu- websites. ate, the school's program is totally indi- The head of the Gates Foundation's HENDERSON, MINNESOTA vidualized. The school year starts in Education Program has called August with a family-student-advisor Minnesota New Country School "one of The Bill and Melinda Gates conference to plan the student's pro- the most exciting high schools in the Foundation recently gave gram. Students are expected to make country" because it skillfully uses so Minnesota New Country School public presentations three times a year, much of the emerging research about (MNCS) more than $4 million to help describing some of the things they are school size, thoughtfully uses technolo- other communities replicate the school. learning. gy, and has appropriate programs for It's one more sign of confidence in a The school has no required courses, secondary students. unique school that is attracting nation- no grades, and no bells. MNCS has al attention. approximately one computer for each KEY ARCHITECTURAL FEATURES. student. Each student has a workspace,Minnesota New Country School opened KEY EDUCATIONAL FEATURES. Located which includes a desk, a computer, and in 1994. For the first four years, the approximately 60 miles southwest of a personal storage space that can be school operated from three storefronts Minneapolis, the Minnesota New decorated with personal items, such as on Main Street in LeSueur, Minnesota Country School serves about 120 stu- pictures of the students' friends and (known to some as "the Valley of the dents (grades 7-12) from rural communi- family. Students' programs consist of Jolly Green Giant"). In 1998, the school ties. Teachers have organized themselves independent and small group study, moved several miles to its new home in as a worker's coop under Minnesota's internships, and apprenticeships. Some Henderson. Charter School Legislation; the people of the students have become so sophis- The new home was designed by who work there, literally, own MNCS. ticated with computers that local or MNCS faculty, parents, and students.

48 4 9 SCHOOL CASE STUDIES

It is primarily a large, open space with FOR FURTHER INFORMATION. Contact 48a, 49a, and 49b: Each MNCS student has several rooms along the sides to house Minnesota New Country School, a desk and a computer as well as the oppor- small groups of people who need a P. 0. Box 488, Henderson, Minn. 56044; tunity to participate in a variety of hands-on quiet space for meeting. In the center (507) 248-3353. www.mncs.k12.mn.us. projects. Students make presentations three of the large open main room is a stage, times a year to share what they have learned. behind which stands a large silo. The silo represents the architectural her- itage common to many of the school's students.

IMPACT ON STUDENTS. MNCS students have shown consistent improvement on standardized tests required by the _ state of Minnesota. These include 111/10! reading, writing, and math tests that AK_ 1,40 "Nwwiff students must take to graduate from high school. MNCS students score .412a/ill& above the state averages in their per- formances on these tests. The school - has also developed ways to measure writing and public speaking skills --"4,111111r) MNCS students have shown improvement in these areas, too.

49 5D SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

Northfield Community Northfield Public Schools, which while the Center was developed, says, operates an Alternative Learning "This process of working together, Resource Center Center deciding our organizations could help each other, is almost as important as Northfield Senior Citizens, Inc., NORTHFIELD, MINNESOTA the final product. Everyone gains when which operates a vast array of people work together like this." services 66- t's a dream come true." That's A famous sign just outside of town how the Northfield's Senior Three Rivers Community Action used to read "Welcome to Northfield: Citizens Center director Center, which operates a Head Home of Cows, Colleges and Content- describes the Northfield Community Start center and a child care serv- ment." It's time to add another C to Resource Center. Opened in fall 2000, ice for children ranging in age from that signcooperation. Northfield the building represents a cooperative six months to five years; and shows us how it can be done. effort among five major groups, includ- Northfield Community Action ing the local school district, to create a KEY ARCHITECTURAL FEATURES. The Center, which operates a Clothes $5.5 million building that provides two-story building has four wings and Closet, Food Shelf and family services and opportunities for everyone covers more than 58,000 square feet. counseling programs from infants to senior citizens. By The center is housed in about five working together, the five groups The executive director of Three Rivers acres. It has 84 rooms, including a achieved far more than any of them Community Action notes, "Of all the swimming pool, exercise room, cafeteria could have achieved singly. public private partnerships I've been and eight conference/meeting rooms. involved in, this has been the most fun." KEY EDUCATIONAL FEATURES. Discus- IMPACT ON STUDENTS. The Area He pointed out that the planning group sions about a new home for Northfield Learning Center works with approxi- overcame many obstacles, including Senior Citizens started about 14 years mately 110 students, ages 16 to 21. some residents who wondered if folks of ago. Over the last several years, a Because the building has just opened it different ages could get along in the variety of groups joined the seniors to is not possible to measure the impact same building. Now that the building is plan the center. The five major part- on students via traditional means, such open, the resounding answer appears to ners in the center are as test scores, graduation or attendance be "Yes!" The executive director of the the City of Northfield, which is the rates. It is clear, however, that collabo- Minnesota Association of School Admin- managing partner; ration has opened up important new istrators, who was Northfield opportunities for students. As part of a Superintendent of local history project, for example, ALC Schools students interviewed senior citizens

a as

50 51 SCHOOL CASE STUDIES

50a, 51a, 51b,and 51c: Five major organizations, including Northfield's city government and school district, joined forces to create a state-of-the-art facility serving the entire community. Sharing space allows students to learn from, as well as to help, senior citizens and infants.

who come into the building. Some ALC FOR FURTHER INFORMATION. students also assist in the Head Start Contact Northfield Community program, another building Resource Center, 1651 Jefferson tenant. Parkway, Northfield, Minn. 55057. (507) 664-3500.

52 51 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

The Nova Project /PrAl SEATTLE, WASHINGTON ' IV 17 16. AA Seattle's Nova Project shows what can be done with an 85-year-old school building. For almost 30 years, the school has been taking young people from challenging backgrounds and producing excellent results. Although many of Nova's 250 students in grades 9 through 12 come from chal- ,.46g2 lenging backgrounds, their academic accomplishments rank above Seattle high school averages on many levels.

KEY EDUCATIONAL FEATURES. Nova is small-250 students. Each student has 11,.. an advisor who gets to know the young- ster well. Nova faculty believes that one of its responsibilities is to prepare students to be thoughtful, active citizens. Internships and community service projects help accomplish this goal. Many students arrange internships with attorneys, midwives, glassblowers, - snowboard designers, Seattle Opera managers, and theater stage designers. They can earn credits toward graduation with internships or by taking courses at Nova or at other high schools, dance studios, and other community Pj;If resources.

52 53 SCHOOL CASE STUDIES

Most of Nova's curriculum is multi- college, and surveys about school safe- 52a, 52b, 53a, 53b, and 53c: Nova Project disciplinary and project oriented. Nova ty, learning climate, and student-staff students use their 55-year-old building as a offers world languages, all levels of relations. headquarters, taking courses and participat- mathematics and science, environmen- The University of Washington pro- ing in internships throughout the city. The tal and outdoor education, desktop pub- vides another way to measure the high building has many comfortable chairs and lishing, computer graphics and multi- school's quality. The university's admis- displays murals the students have drawn. media workshops as well as communi- sions office compares a student's uni- cation arts (literature, writing, and versity grade point average with the poetry). Class sizes range from five to grades they earned in high school. thirty students (small classes are possi- Nova High School students consistently ble because of the internships and the rank among the state's top 10 in consis- courses students take at other loca- tency between high school and college tions). Students work with teachers to grades, which the university attributes create independent study programs and to the high school's rigor and challenge. go on hiking/camping trips to places like Mt. Rainier. FOR FURTHER INFORMATION. Contact From the school's inception, staff Elaine Packard, Principal, Nova High and students have shared decision- School, 2410 E. Cherry, Seattle, Wash. making. Students and teachers are on 98122, call (206) 726-6730 committees that make critical decisions about how the school operateshow the budget is spent, who is hired, and how teachers are evaluated. The school uses four Cs to summa- rize its key strategies: contracts, com- (4, mittees, coordinators, and community. The school's uses represent a wide diversity of young people, many of whom are "on their own" or living in foster families. Traditional schools were _ not successful for many of them.

KEY ARCHITECTURAL FEATURES. Housed in an elementary school built in the early 1900s, Nova is a colorful, comfortable place. Many of the high-ceilinged classrooms and wide halls, typical of schools built in the early 1900s, feature beautiful murals Nova students have drawn over the school's 30-year history. Students have created a garden and greenhouse on grounds just outside the school building.

IMPACT ON STUDENTS. Nova students place well above Seattle averages on a variety of measures, including citywide writing assessments, standardized tests, percentages entering a four-year SI 53 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

Parham School achievement it has produced. recording improved student achieve- Walking around the school, one sees ment and attendance. pride expressed everywherefrom the CINCINNATI, OHIO kindergarten, where five-year-olds KEY ARCHITECTURAL FEATURES. proudly demonstrate their ability to Parham was built in 1970. The two- The floors at Parham's count by twos, threes, and fives, to a story brick structure has the tradition- Elementary School gleam seventh-grade class where youngsters al features of buildings from that era reflecting the high standards, recite key parts of vital documents in hallways with classrooms on each side. strong expectations, and dramatic American history. IMPACT ON STUDENTS. A few examples progress of an inner city school in The school provides space to Cincinnati. Having revised its curricu- help illustrate the progress Parham FamiliesFORWARD, a more than 125- students have made in the last few lum and developed a close, effective year-old social service agency. Families- working relationship with Families- years. On Ohio's fourth grade writing FORWARD provides several staff who test, the percentage of students passing FORWARD, a community agency, work with families and students on Parham has become, in the words of more than doubled in writing, reading, many issues. It offers an extensive mathematics, and science. On Ohio's the U.S. Secretary of Education, "a after school program for students in model for the entire nationa place sixth grade tests, the percentage of areas such as ballet, African dance, students passing the reading, math, from which all of us can, and should, violin, homework clubs, test taking learn." science, and citizenship tests also more clubs, social skills, choir, and black than doubled. The percentage of stu- history. FamiliesFORWARD also pro- KEY EDUCATIONAL FEATURES. Parham dents passing the sixth grade citizen- houses grades pre-K through 8 and vides staff who work with students dur- ship test went from 22 to 84 percent. serves about 425 students. Ninety-eighting the school day, in collaboration with percent of its students are African the school's faculty. After parents iden- FOR FURTHER INFORMATION. Contact American and 89 percent come from tify priorities, FamiliesFORWARD pro- Sharon Johnson, Principal, Parham, low-income families. Several years ago vides classes and counseling on these 1834 Fairfax Avenue, Cincinnati, Ohio the school had the lowest test scores topics. Classes take place at the school 45207; (513) 872-7320. For information and among the worst attendance of any and in homes. regarding FamiliesFORWARD, contact Cincinnati public school. In the last District administrators praise the Betti J. Hinton, President, Families- several years, however, Parham has school's faculty, principal, families, and FORWARD, 2400 Reading Road, gone from a school that the district FamiliesFORWARD. They agree that Cincinnati, Ohio 45202; (513) 721-7044. targeted for intensive remediation to a the collaboration is a model for the city, school that the district praises for the state, and nation. FamiliesFORWARD dramatic improvements in student has started working with other Cincin- nati public schools, which are also

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54 55 SCHOOL CASE STUDIES

54a, Ma, 54b, 54c, and 54d: Parham Elementary faculty worked closely with FamiliesFORWARD, a local social service agency they share space with. Their collaboration has helped produce dramatic gains in student achievement and attendance. The building's gleaming interior reflects high expectations and intense school pride.

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Perspectives KEY ARCHITECTURAL FEATURES. students reading on grade level has Perspectives used a former furniture doubled (from 17 to 36 percent), and Charter School warehouse located five minutes south the percentage doing math at grade of the Loop, Chicago's famed downtown level tripled (from 11 to 35 percent). CHICAGO, ILLINOIS area. The building already had a mix- The school has developed other forms of ture of large and small rooms, so assessment that show students are Located just south of Chicago's remodeling needs were not great. mastering the ability to work with oth- downtown business area, Moreover, the location gives Perspec- ers in a group, analyze problems, con- Perspectives Charter School is tives students ready access to the sider possible ways to deal with the one of the city's most effective public extraordinary range of internship and problems, and select a solution. high schools, open to all kinds of stu- apprenticeship opportunities available dents. The school serves 150 students, in a downtown area like Chicago's. FOR FURTHER INFORMATION. Contact grades 6 through 12. Co-founded by Perspectives Charter School, 1532 S. veteran Chicago teachers, the school IMPACT ON STUDENTS. In the spring of Michigan Avenue, Chicago, Ill. 60605; uses its small size, high expectations, 2000, 83 percent of the students who (312) 431-8770. www.perspectivescs.org. and extensive community involvement entered the school four years earlier to produce excellent results. graduated (compared to a city-wide average of about 50 percent). Over the KEY EDUCATIONAL FEATURES. More last three years, the percentage of than 70 percent of the students are from low-income families. The school begins each fall with individual confer- ences to set individual student goals and help the school's faculty learn more about the students and their families. The five guiding principles are a disciplined life, celebrating differences, parent involvement, relevant and rigorous curriculum, and field studies and community engagement.

Perspectives helps students make connections between the classroom and community. Students constantly 'read about people who have made a difference in the world and learn how they can do the same. In addition to classes, students are expected to participate in internships, apprenticeships, and community service projects that involve work with the dozens of nearby Chicago business, community, and advocacy groups. Each year the faculty goes on a two-day retreat and is paid to work the entire month of August.

56 SCHOOL CASE STUDIES

56a, 57a, and 57b: Perspectives' small size, high expectations, and individualized program produce excellent results. Student work is featured throughout the building. Located near "the Loop," Chicago's famed downtown area, Perspectives students are able to combine classroom work with community exploration projects, internships, and inentorships.

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School of are "looking for a sense of community, Zoo. The architect used the same per and a feeling of connectedness with student cost figures as the district had Environmental Studiesother students." used for its other sites. This means Students take part in an array of that building construction costs are the APPLE VALLEY, MINNESOTA interdisciplinary courses and many same per pupil as in other much larger participate in internships and appren- high schools in the district. The school The School of Environmental ticeships as well as community service. has a combination of large and small Studies, a public school of Many take trips around the country to spaces that are designed to be flexible choice, serves about 400 high study environmental issues "on site." so they can be used as the school needs. school students. It is located on the Sharing space with the zoo offers grounds of the Minnesota Zoo in Apple students opportunities to research IMPACT ON STUDENTS. A high percent- Valley, a Minneapolis-St. Paul suburb. animals, help plan exhibits, and learn age of the students attend college, have Opened in 1995, the school has been from zoo officials. The zoo also has good test scores, and create few disci- named a "New American High School" loaned the school many artifacts from pline problems. The "Zoo School" stu- by the U.S. Department of Education its collection. dents' records compare well with those because of its innovative programs and Students each have a personal work- of students who graduate from other its success. space, including a chair and desk, schools in the district. which they can decorate with pictures KEY EDUCATIONAL FEATURES. The "Zoo FOR FURTHER INFORMATION. Contact of friends and often reflects their hob- Dan Bodette, Principal, Minnesota School" enrolls approximately 400 jun- bies and interests. Student work is iors and seniors. The school is open to School of Environmental Studies, assessed by community professionals, 12155 Johnny Cake Road, Apple Valley, all kinds of students and enrolls a cross including businesspeople, scientists and section of the suburban district. It is a Minn. 55124; (952) 431-8750. politicians, as well as teachers. www.isd196.k12.mn.us/schools/ses. school of choice. The vast majority of its Students often place material they've students say they select the school created on the Web as part of learning 58a, 58b, and 58c: Located on the campus of because they want to attend a small, to share information with others. Minnesota's state zoo, the School for more individualized school, not because Environmental Science prouides many they plan a career in environmental KEY ARCHITECTURAL FEATURES. The opportunities for students to deuelop strong science. The number one reason stu- building was constructed for the dis- academic skills and an in-depth understand- dents attend the school is because they trict on the campus of the Minnesota ing of zoo animals.

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58 59 SCHOOL CASE STUDIES

South Grand Prairie adding several new high-level academy 58a, 58b, 59a, and 59b: Already well above electives and advanced placement average, this suburban Texas high school High School courses. The school operates on a 36- made considerable progress after converting week school year, divided into three from one large school to five small schools within a large building. Students come GRAND PRAIRIE, TEXAS 12-week terms. This allows students to take five classes that meet for 72 min- together to participate in extracurricular activities whose successes are celebrated by South Grand Prairie is a subur- utes each. The South Grand Prairie colorful banners. ban high school located in a High School concept provides students community between Dallas and with a sense of belonging and the Ft. Worth, Texas. The school has five opportunity to explore their interests academies that serve approximately and aptitudes while receiving a solid 2,500 students. The student body is 46 foundation in the academics. The percent white, 19 percent African goals of the academies are to open a American, 27 percent Hispanic, 7 per- student's mind to the relevancy of cent Asian, and 1 percent American Indian. Fourteen percent are economi- cally disadvantaged and 30 percent are at risk. The attendance rate is 95 percent and the drop out rate is less than 2 percent.

KEY EDUCATIONAL FEATURES. In 1996, South Grand Prairie began a massive restructuring program that focused on turning a traditional high school into five academies. Teachers integrate career information into their lessons. Strategies for success include elimi- nating low level or general courses, raising standards for all students, and

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academic courses and to demonstrate KEY ARCHITECTURAL FEATURES. The Vaughn Next Century how high standards relate to career building is a large three-story structure Learning Center success. In addition to the essential that is approximately 30 years old. The academic elements, students learn five academies each occupy a section of about careers that are best suited to the building. As you enter the school, Los ANGELES, CALIFORNIA their talents and aptitudes. the cafeteria is on the left, decorated The five academies within South with 30 to 40 banners that proudly Vaughn garners the kind of Grand Prairie High School are display the school's academic and ath- dramatic improvements letics accomplishments. Student work Americans hope their schools Business & Computer Technology, is displayed prominently throughout can achieve. In a Los Angeles neighbor- which includes courses for students the academies. Adjacent to the main hood known for its high poverty, crime who are interested in the fields of building is a former vocational building and violence, educators, families and computer programming, computer that is now part of the school and is no community groups worked together to science, marketing, accounting, longer a vocational campus. Some voca- produce major improvements in stu- business management, office tional courses are still taught through dents' knowledge, skills, and behavior. administration, and entrepreneur- one of the academies. In part of the The school has been named a Califor- ship. former vocational building, faculty and nia Distinguished School and has been Communications, Humanities & students have created an art museum awarded a National Blue Ribbon from Law, which includes courses for to display student work and hold the U.S. Department of Education. students who are interested in meetings. working with multicultural groups, KEY EDUCATIONAL FEATURES. Vaughn law enforcement, education, poli- IMPACT ON STUDENTS. South Grand serves more than 1,300 students tics, journalism, and public service. Prairie High School has reduced the (infants to grade 5), 98 percent of drop out rate and increased graduation whom are from low-income families and Creative & Performing Arts, which rates since the redesign was begun. about 80 percent from families where includes courses for students who Eight Advanced Placement classes have English is not spoken at home. More are interested in the creative pro- been added since restructuring, bring- than 90 percent of the students are duction of ideas and development ing the total number offered to 23. The Hispanic and more than 60 percent of of student talents. number of students taking Advanced the faculty is Hispanic. The school con- Health Science & Human Services, Placement exams rose from 34 to 230. verted to charter status in 1993. It uses which includes courses for students the budget, personnel, and program FOR FURTHER INFORMATION. Contact who are interested in a career that flexibility that comes as part of its sta- Roy Garcia, Principal, Grand Prairie provides a service to others. tus as a charter school to extend the High School, 301 W. Warrior Trail, year and to pay teachers more than the Math, Science & Engineering, Grand Prairie, Tex. 75052; (972) 343- typical Los Angeles school offers. The which includes courses for students 1500. http:/ / www.gpisd.org/ school also used its flexibility to reduce who are interested in a career that gpisd / schools / highschool / sgphs / class size. involves problem solving, investiga-de fault. htm. Vaughn employs several people who tion, and technical design. work directly with families to help them understand how they can help Every freshman participates in the their children achieve. The staff also Keystone program to understand the helps families resolve challenges the culture and expectations of the school families encounter. and how to be successful in high school. The optional Capstone program helps KEY ARCHITECTURAL FEATURES. Vaughn seniors develop a portfolio of their work has the single story bungalow architec- from their high school experience. ture common to southern California urban schools. After it converted to charter status, the school reached out

60 61 SCHOOL CASE STUDIES

to a number of organizations and was able to add several new buildings to the campus. A new medical clinic, constructed and operated by the county health service, serves Vaughn students

and their families. A new library and 6 classroom building was constructed in Mt, collaboration with a local higher education institution that uses its classrooms after school and on weekends for college courses. Some of the new classrooms sit on land where just a few years ago crack houses stoodplaces PANDACji It IC where drug dealers and users met. Within the next several years, Vaughn's allay a teachers and parents plan to open middle and senior high schools on nearby land.

IMPACT ON STUDENTS. A study conduct- '61a - ed by a federally funded school improvement organization, West Ed, for the Los Angeles School Board found _ that over a five-year period Vaughn students made significant gains in reading, writing, and math. The study noted that Vaughn also improved its rank in all subject areas. For example, Vaughn's students, when compared with students from Los Angeles elementary schools, went from 312 to 234 (out of 469) in reading, 245 to 195 in mathematics, and 326 to 239 in language. The school has also increased its student retention rate. On California's state Academic Performance Index, 11111111ML Vaughn ranks in the top 10 percent, when compared to schools serving a similar group of students.

FOR FURTHER INFORMATION. Contact Yvonne Chan, Principal, Vaughn Next 61a and 61b: Vaughn shares space with a Century Learning Center, 1330 Vaughn medical clinic and higher education institu- Street, San Fernando, Calif. 91340; tion. Sharing space allows the school to (818) 896-7461. ww. w.uctughn.L1 2.ca. us. better serue students and their families. SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

Wyandotte 9 through 12, which faculty thinks is FAST (Foundations in Applied extremely important. Each school is Skills and Technology), which High School open to and serves a cross section of prepares students for work in students from the Kansas City area. technology or the trades. The faculty works with dozens of busi- KANSAS CITY, KANSAS Health Careers/Life Sciences, nesses, community agencies, and which helps students develop skills Founded in 1936, Kansas City's organizations to develop internships for needed for post-secondary educa- Wyandotte High School had students so that at least part of their tion or employment in the fields of declined dramatically by the senior year is spent in the community health and life sciences. mid-1990s. Fires were set inside the learning about the careers they are building, student achievement and considering. Hospitality, which teaches students graduation rates had declined precipi- All students must complete a core the skills needed in careers such as tously. But a new, research-based curriculum regardless of their specialty. hotel/motel management, travel approach has dramatically improved The core curriculum includes skills in and tourism, restaurant manage- the school and brought people from math through Algebra II, science ment, catering, or childcare. around the country to visit it. through chemistry, social studies, com- Humanities, which helps students puters, life skills, fine arts, and physi- KEY EDUCATIONAL FEATURES. In the in a rigorous academic environ- cal education. The teachers, with input ment to be successful at the uni- late 1990s, the faculty developed eight from students, created small schools from which the 1,250 stu- versity level dents may choose. With one exception, the Business Academy, which helps Performing Arts, which helps all schools enroll students grades students obtain a successful career students develop skills in music, in business.

62 63 SCHOOL CASE STUDIES

dance, and drama in areas such as KEY ARCHITECTURAL FEATURES. Built in 62a and 63a: Wyandotte's building, over 60 performance and production. 1936, the school contains many distinc- years old, has been transformed into eight tive features, including two functioning, small schools. The results haue been better Visual Arts Academy, which wood-burning fireplaces in the main achievement, attendance, and graduation instructs students in the visual hall. Wyandotte has developed a collab- rates and significantly fewer discipline arts, graphic arts, and industrial oration with a social service agency problems. technology. located across the street that provides a Opportunity Center, which helps nursery school/day care center for the students build stronger academic children of students skills and a greater sense of confidence so that they can transfer into IMPACT ON STUDENTS. Over the last one of the seven other programs. It several years, standardized tests and focuses on ninth graders who have graduation rates have improved. been unsuccessful in previous Discipline problems in the school have schools. declined significantly

Each Wednesday, students go home FOR FURTHER INFORMATION. Contact or on to internships at noon. Teachers Principal, Wyandotte High School, 2501 stay in the school for several hours, Minnesota Avenue, Kansas City, helping students or doing in-service Kansas 66102; (913) 627-7650, or visit training. http: / / home.sprintmail.com / slc.html.

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63 SMALLER, SAFER, SANER, SUCCESSFUL SCHOOLS

Council of Educational Facility Planners, PHOTO CREDITS Resources International (CEFPI). The Council is an international professional association whose members- The authors are grateful to the following individuals, institutions, and corporations-are individuals and organizations for providing the NATIONAL CLEARINGHOUSE FOR actively involved in planning, designing, building photographs for this report. In all cases, a photo EDUCATIONAL FACILITIES (NCEF). and equipping schools and colleges. illustration has been created based on the original NCEF is the U.S. Department of Education's infor- http://www.cefpi.org photograph provided by those listed below. mation center for people who plan, design, build, Virginia Broich, Humboldt High School, photo 62a. operate, and maintain K-12 schools. An affiliated Programme on Educational Building Fanning/ Howey Associates, photos 16a, 19a-b. Michael (PEB). Based in Paris, PEB operates within the ERIC clearinghouse, it maintains an information Greenlar, photo 33a. Brad Knight, Academy Charter Organisation for Economic Co-operation and hotline and hosts a Web site with thousands of on- School, photo 24a. Charles Massey, photos 34a-b. line resources on school facilities. Development to promote the international Minnesota New C'ountry School Students, photos 48a, http://www.edfacilities.org exchange of ideas, research, and experience in the 49a-b. Robert Mitchell, South Grand Prairie High School, field of educational facilities. photos 59a-b. Zeke Montanez, Vaughn Next Century CENTER FOR SCHOOL CHANGE, Hubert http: / / www.oeccLorg / els / education/ peb Learning Center, photos 09a, 61a-b. Joe Nathan, Center H.Humphrey Institute of Public Affairs, University for School Change, Humphrey Institute, University of of Minnesota. The Center conducts research and Small Schools Project at the Center on Minnesota, photos 7a, 10a, 11a, 25a-c, 29a-b, 30a, 31a-b, publishes information about creating smaller, per- Reinventing Public Education. The Small 32a, 35a-b, 36a, 37a-b. 38a-b, 39a, 40a, 43b, 4513. 46a, sonalized learning environments, including infor- Schools Project provides technical assistance to the 47a-b, 52a. 53c, 54a, 55a-d, 58a-c, 63a. Northfield mation on the Gates Smaller High School Learning new small schools being established in Washington Community Resource Center, photos 50a, 51a-c. Mark Communities Project and the New Twin Cities State and elsewhere. Its Web site includes research Real, Children's Defense Fund of Ohio, photos 6a, 8a, Charter School Project. summaries, articles, case studies, organization 13a, 14a, 40b, 41a-b, 42a, 43a, 44a, 45a. Uwe Schneider, photos 26a, 27a, 28a. Diana Shulla-Cose, Perspectives http://www.hhh.umn.edu/centers/school-change/ names, tools, professional development and facili- Charter School, photos 56a, 57a-b. Victoria Wilkens, The ties information, and job notices. Nova Project, photos 52b, 53a-b. Sarah Woodhead, ALA, http://www.smallschoolsproject. American Institute of Architects photos 20a-b, 21a-b. Photo montages are based on images Committee on Architecture for Education Small Schools Workshop. A group of organiz- used and credited elsewhere in the report. (AIA/CAE). The AIA's professional interest group ers, educators and researchers based in the College ABOUT THE AUTHORS on issues related to pre-kindergarten through of Education at the University of Illinois at university level educational facilities. Chicago. The Workshop collaborates with teachers, Joe Nathan directs the Center for School http://www.e-architect.com/pia/cae/welcom.asp principals, and parents to create new, small, inno- Change at the University of Minnesota's Humphrey vative learning communities in public schools. Its Institute of Public Affairs. Parents, professional Center for Educational Innovation-Public Web site includes an archive of articles, numerous groups and students have given him awards for his Education Association. The Center has more links, a bookshelf, project listings, a calendar, and work as a public school teacher and administrator. than twenty years of experience in converting large a directory of small schools. The National Governors' Association hired him to school buildings into small schools. It publishes http://www.smallschoolsworkshop.org coordinate a project on what state governors should information and conducts workshops on converting do to improve public schools. Twenty-one state leg- schools. http: / / cei-pea.org Thomas Jefferson Center for Educational Design, University of Virginia. The Thomas islatures and eight Congressional Committees have Charter Friends National Network. The Jefferson Center promotes the design of learning invited him to testify about various aspects of Network provides technical assistance to charter environments that foster the acquisition of knowl- school improvement. He has written three books schools across the nation. Many of its resources edge, skills, and wisdom in a climate of caring, and edited another. Various publications, including were developed or co-developed by staff from the cooperation, and mutual respect. USA Today and the Wall Street Journal have pub- Charter Schools Development Center. http://www.tjced.org lished guest columns he wrote. For more than http://www.charterfriends.org eleven years, Nathan has written a column pub- U.S. Charter Schools. An information clear- lished weekly by the St. Paul, Rochester, Duluth Clearinghouse on Rural Education and inghouse and on-line community developed by and Hibbing daily newspapers. Nathan is married Small Schools. The ERIC clearinghouse responsi- WestEd in partnership with the U.S. Department to a public school teacher. He has been PTA presi- ble for gathering and disseminating information on of Education and the California State University dent at the public schools their children attended, small schools, migrant education, American Indian Institute for Education Reform. It's Web site pro- and has served on the Board of the Minnesota PTA. education, outdoor education, and rural education. vides state and school profiles, and information He earned a B.A. from Carleton College and a M.A. http://www.ael.org/eric resources and hosts related discussion groups. and Ph.D. from the University of Minnesota. Coalition for Community Schools. The http: / / www.uscharterschools.org Karen Febey is a graduate student at the Coalition works toward improving education and Yale University Bush Center in Child Humphrey Institute of Public Affairs. She has helping students learn and grow. It offers a range Development and Social Policy. The Center has taught English in a Japanese school and served as an intern at the American Embassy in Oslo, of supports and opportunities for children, youth, helped create hundreds of collaborations between families, and communities. schools and social service agencies. It publishes Norway. She earned a BA. from St. Olaf College. http://www.communityschools.org information, conducts training, and holds an annual conference. http://www.yale.edu/bushcenter

64 6 For copies contact: NATIONAL CLEARINGHOUSE FOR EDUCATIONAL FACILITIES at the NATIONAL INSTITUTE OF BUILDING SCIENCES 1090 Vermont Avenue, N.W., #700, Washington, D.C. 20005-4905 On the Web: http://www.edfacilities.orgToll free telephone: (888) 552-0624

66 U.S. Department of Education Office of Educational Research and Improvement (0ERI) ERIC National Library of Education (NLE) Educational Resources Information Center (ERIC)

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